Lived Experiences and Readiness of English Teachers in Implementing Reading Remediation Programs in a Selected Public Secondary School

This descriptive phenomenological research is grounded in Edmund Husserl's phenomenological approach, which emphasizes the description of participants' lived experiences and readiness of English teachers for implementing reading remediation programs at a selected public secondary school. A qualitative phenomenological approach was employed to gather data from six English teachers through semi-structured interview questions designed to elicit their experiences, challenges, and coping mechanisms. Thematic analysis based on Colaizzi's framework identified three significant themes: (1) the difficulty of implementation due to lack of time, scarce resources, and low learner motivation; (2) the teachers' readiness impacted by absence of training and institutional support; and (3) the positive professional development through empathy, patience, and being fulfilled in helping struggling readers. The findings suggest that providing training, learning materials, and administrative support will not only enhance teachers' readiness but also promote the sustainability of the program.