Transformative Teaching Practices: The Lived Experiences of Educators in the Catch-Up Fridays Program

This phenomenological study explores the lived experiences of secondary public school teachers participating in the Catch-Up Fridays program. The initiative, designed to address learning gaps and enhance student outcomes, mandates that teachers dedicate Fridays to improving students’ literacy and numeracy. Using Husserlian transcendental phenomenology, the study captures the complexities of teachers’ engagement, highlighting both the intrinsic and extrinsic motivations behind their participation. Key themes include compliance with educational directives, the role of teachers as catalysts of change, emotional rewards and student engagement, and challenges in execution. Findings reveal that while teachers are driven by professional duty and a commitment to student improvement, they face significant obstacles such as unclear implementation guidelines, lack of prepared materials, and doubts about the program’s long-term effectiveness. Despite these challenges, teachers report a deep sense of fulfillment from witnessing student progress and engagement. The study underscores the need for better communication, resource provision, and long-term planning from educational authorities to support teachers effectively. By addressing these issues, the Catch-Up Fridays program can be enhanced to better meet its goals of improving educational outcomes for students. The research contributes valuable insights into the practical realities faced by teachers and the critical factors influencing the success of educational initiatives.