Exploring Novice Teacher Experiences: A Phenomenology of Self-Navigation in Recently Established Schools

Abstract

The primary aim of this study was to explore the experiences of novice teachers teaching in recently established schools in Davao Central District. The study focused on understanding the specific experiences/challenges they face, the coping strategies they employ to address these challenges, and the valuable insights they gain that can be shared to the academe. This study employed a qualitative research design with a phenomenological methodology provided a robust framework for capturing the depth and nuances of these experiences. Participants were selected purposively from 11 teachers of Magallanes Elementary School ensuring a diverse range of perspectives. Their voluntary participation ensured that the study could authentically explore and document the multifaceted dynamics of novice teachers experiences. The experiences were: (a) balancing ancillary roles and teaching (b) inadequate infrastructure and resources, and (c) inconducive learning spaces. On the coping strategies of novice teachers were (a) learning from experienced colleagues, (b) keeping one’s vision in mind, and (c) fostering a growth oriented mindset. The educational management insights drawn from the findings of the study that can be shared to the academe were (a) direct experience is unmatched (b) embrace positivity, and (c) necessity of assistance from DepEd. The findings of this study seem to lead to the conclusion to underscore the need to give extra attention to schools that are starting to serve its functions. Installation of facilities and construction of buildings must cater the number of enrollees so that it can purposely serve its goals.