Uncovering The Silent Struggles Of Junior High School Students In Developing Dancing Skills: A Phenomenological Approach

Abstract

Dancing, a universal art form, plays a vital role in the holistic development of junior high school students, fostering creativity, teamwork, and self-expression. This phenomenological study explores the challenges faced by junior high school students in developing their dancing skills within selected grade levels of Esperanza National High School-Annex, San Jose Campus in DepEd Koronadal City Division during the 2024–2025 school year. Six students were chosen for the study, providing insight into their emotional, technical, and environmental struggles. The findings reveal that students struggle with fast-paced dance steps, lack of coordination, and the emotional impacts of embarrassment, loss of confidence, and bullying. Students report gradual improvement and acknowledge the positive role of peer and teacher support, along with self-directed learning through platforms like TikTok. Resource limitations—including inadequate space, mirrors, and costumes—significantly hinder learning, while peer dynamics such as fear of judgment and peer pressure also affect their confidence. Cultural influences, social media, and the availability of formal training programs and financial support also impacted interest engagement. The study highlights the importance of a supportive environment, structured lessons, and professional mentorship in enhancing dance skills. Recommendations include enhancing teacher support, fostering inclusive environments, and developing culturally relevant dance curricula.