From Home to Classroom: Experiences of Beginning Teachers in the Philippine Education System

From Home to Classroom: Experiences of Beginning Teachers in the Philippine Education System

Raymera S. Polinar, LPT and Mario C. Gemota, Jr., PhD

Department of Education, Philippines Associate Professor V, Bukidnon State University, Malaybalay City, Bukidnon, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000443

Received: 21 May 2025; Accepted: 23 May 2025; Published: 20 June 2025

ABSTRACT

This study explored the lived experiences, challenges, and support mechanisms encountered by beginning teachers in the Philippine education system. It was conducted within the Valencia City Division during the school year 2024–2025. The participants of the study were the seven beginning teachers in the division who were purposively chosen. Utilizing a hermeneutic phenomenological approach and Van Manen’s (1990) analytic framework, data were gathered through semi-structured interviews.

The findings revealed four major themes: (1) Transitioning from home life to professional teaching practice, as participants faced significant personal and professional adjustment during their teaching journey.(2) Maneuvering instructional challenges with coping initiatives, where teachers employed various strategies to address classroom and pedagogical difficulties; (3) Mentorship and support systems in the early teaching experience, highlighting the critical role of guidance from experienced colleagues and administrators; and (4) Achieving work-life balance and personal wellbeing, as teachers struggled but aimed to maintain emotional and physical health amid professional demands. These themes underscore the complex realities faced by beginning teachers and the importance of structured support to promote resilience, professional growth, and retention in the field. The study recommends strengthened induction programs and sustained mentorship to enhance early-career teacher experiences.

Keywords: Home, Classroom, Experiences, Beginning Teachers, Philippine Education System

INTRODUCTION

The journey from pre-service preparation to actual classroom teaching is a pivotal and often turbulent phase for beginning teachers. In the context of the Philippine education system, newly hired public school teachers are expected to transition seamlessly into complex teaching environments marked by diverse learners, systemic challenges, and increasing administrative demands. This transition—from home life to the professional world of education—requires more than subject mastery; it demands adaptability, emotional resilience, and strong support systems.

The Department of Education (DepEd) in the Philippines has implemented programs such as the Teacher Induction Program (TIP), Learning Action Cells (LACs), and In-Service Training (INSET) to support beginning teachers. However, anecdotal evidence and preliminary studies suggest that these efforts may not fully address the nuanced, lived realities of early-career educators, especially those deployed in remote or underserved communities. These teachers often experience role shock, emotional stress, and mismatches between pre-service expectations and actual classroom conditions.

To understand these experiences deeply, this study adopted a hermeneutic phenomenological approach, grounded in the interpretive tradition of Martin Heidegger and operationalized through Max van Manen’s (1990) analytical framework. Phenomenology, particularly in the hermeneutic tradition, seeks to uncover the essence of lived experiences by interpreting how individuals make sense of their realities. Van Manen emphasizes reflection on experience as it is lived, through thematic analysis and deep engagement with participants’ narratives, making it an ideal lens through which to examine the rich, complex world of beginning teachers.

Additionally, the study draws from Vygotsky’s Sociocultural Theory, particularly the idea that learning and development are deeply embedded in social and cultural contexts. Beginning teachers’ adaptation and identity formation are influenced not only by their internal resources but also by the mentorship, community, and institutional support they receive. This also intersects with Bronfenbrenner’s Ecological Systems Theory, which posits that individuals are shaped by nested systems—such as family, school, community, and policy structures—that interact over time to affect behavior and development. For beginning teachers, these systems include their home environments, school assignments, peer and administrative relationships, and national education policies.

Furthermore, the study is informed by Schön’s (1983) theory of reflective practice, which positions teachers as professionals who learn and grow through continuous reflection on their actions and experiences. The concept of “professional epiphanies” (Canrinus et al., 2019), or critical turning points in teaching, also underpins this inquiry, revealing how significant classroom experiences shape teacher identity and competence.

By exploring the lived experiences of beginning teachers in Valencia City Division, this study aims to illuminate the realities of entering the teaching profession in the Philippines. The findings contribute to ongoing discussions on teacher retention, induction, and support by providing evidence-based insights into what it truly means to move from the comforts of home into the challenging yet meaningful life of a classroom teacher. This research ultimately seeks to inform policy and practice in teacher education, mentoring, and well-being support systems.

Objectives of the study

This study will explore the lived experiences of beginning teachers in the context of the Philippine education system. Specifically, this study seeks to answer the following questions:

What are the experiences of beginning teachers in the Philippine education system?

What challenges do the beginning teachers face in balancing responsibilities at home and in the classroom?

How do the beginning teachers perceive the adequacy of support from family, colleagues, and school administrators?

METHODOLOGY

This chapter outlines the research design, locale, participants, instruments, data collection, ethical procedures, and data analysis methods used in the study.

Research Design

This study uses a hermeneutic phenomenological approach to explore the lived experiences of beginning public elementary school teachers in Valencia City. Using purposive sampling, seven teachers (with 0–3 years of experience) were selected. Semi-structured interviews with open-ended questions were used to gather rich, reflective narratives. Data analysis followed Van Manen’s (1990) hermeneutic circle, involving iterative reading, interpretation, and theme development, integrating researcher insights for deeper understanding.

Research Locale

The study was conducted in Valencia City Division, Bukidnon, where public schools are located in rural and sometimes remote areas. Challenges include limited mobility, inadequate school infrastructure, and unstable internet connectivity. Schools use English and Filipino, along with local languages such as Cebuano. Community involvement is high, with teachers often balancing professional expectations, community roles, and personal obligations.

Participants

Seven beginning teachers from public elementary schools in Valencia City were selected through purposive sampling. They had 0–3 years of teaching experience. They taught core subjects under the MATATAG curriculum and participated in programs like ECARP, TIP, INSET, and LACs. They also engaged in co-curricular activities and school operations. Participant selection prioritized diverse experiences and ensured data saturation for rich, credible findings.

Research Tool

The main tool was a semi-structured interview guide. It had two parts: (1) general experiences of beginning teachers (5 key questions with follow-ups), and (2) challenges and struggles (5 key questions with follow-ups). Questions covered themes such as teaching practices, professional growth, work-life balance, and school-community integration.

Data Gathering Procedure

The researcher followed institutional protocols and sought approval from the Dean, SDS, District Supervisor, Ethics Committee, and Thesis Panel. Informed consent was secured from participants, who were assured of confidentiality, voluntary participation, and the right to withdraw anytime. Interviews (45–60 minutes each) were scheduled during school vacation for participant convenience. Additional follow-ups were made for clarification. Research tools were pre-validated and submitted to the REC.

Ethical Considerations

The study maintained strict confidentiality, using pseudonyms and secure data storage. The researcher had no direct authority over participants to avoid coercion. Risks were minimal, limited to scheduling and emotional recall. Participation was voluntary, and all consent forms were co-signed by the adviser. No financial incentives were given, but equal non-monetary tokens were provided as appreciation. The study aimed to benefit beginning teachers, future educators, and school leaders by informing support strategies and policies.

DATA ANALYSIS

Data were analyzed using Van Manen’s hermeneutic phenomenological approach. The analysis began with a naïve reading to gain initial insights, followed by selective and detailed readings to extract significant meaning units from the transcripts. Coding was conducted in an inductive and iterative manner, allowing for themes to emerge organically through deep engagement with the data. Patterns across participants’ narratives were examined and shaped through constant comparison and thematic clustering.

To strengthen methodological rigor and credibility, peer debriefing was utilized to validate codes for consistency, and reflective journaling was maintained to bracket researcher bias. Inter-coder reliability checks were performed, and representative quotes were systematically aligned with thematic clusters to ensure coherence between the raw data and the emergent themes. An audit trail of coding decisions and interpretations was preserved to support transparency and analytic trustworthiness.

Furthermore, themes were developed to capture both the explicit statements and the implicit meanings embedded within the lived experiences of beginning teachers. These included challenges related to classroom realities, systemic barriers, emotional resilience, and socio-cultural pressures. The interpretation of these themes was situated within broader institutional and cultural contexts, providing a nuanced and holistic understanding of the phenomenon under investigation.

RESULTS AND DISCUSSION

This chapter presents the lived experiences of beginning teachers in Philippine public elementary schools, particularly those in the Division of Valencia City, during the academic year 2024–2025. Employing Van Manen’s phenomenological lens, four overarching themes were identified: emotional adaptation, instructional challenges, coping mechanisms, and support systems.

Theme 1: Transitioning from Home Life to Professional Teaching

This theme reflects the emotional and psychological adjustment experienced by novice teachers as they entered the profession.

Sub-theme 1.1: Emotional Experiences on the First Day

“I felt like I was thrown into deep water… I was excited but scared. I had to pretend I knew what I was doing.” (Participant 1)
Participants commonly described anxiety and uncertainty, especially when placed in multigrade or culturally diverse settings such as Indigenous Peoples (IP) communities.

Sub-theme 1.2: Classroom Realities vs. Expectations

“What I studied didn’t prepare me for 50 students in one room, some couldn’t even read.” (Participant 3)
This highlights a significant gap between pre-service teacher training and the practical realities of the classroom, underscoring the need for more contextually relevant preparation.

Theme 2: Maneuvering Instructional Challenges with Coping Initiatives

Participants described how they responded to instructional barriers and systemic issues through adaptive strategies.

Sub-theme 2.1: Encountering Classroom Challenges and Systemic Issues

“Poverty is our biggest hurdle—kids come to school hungry, distracted, and it breaks your heart.” (Participant 4)
Structural issues such as poverty and hunger were reported as major impediments to learning.

Sub-theme 2.2: Revisiting Values for Effective and Meaningful Teaching

“I remembered why I became a teacher—because someone believed in me once. I want to be that for my students.” (Participant 5)
Many participants reconnected with their core values as a way to sustain motivation and commitment.

Sub-theme 2.3: Coping through Education, Experience, and Work Principles

“INSETs and even TikTok teaching tips helped! We find ways.” (Participant 6)
Teachers reported relying on both formal and informal resources to enhance their practice, reflecting the relevance of self-directed professional learning (Ingersoll & Strong, 2021; Darling-Hammond et al., 2023).

Theme 3: Navigating Support Systems for Professional and Emotional Growth

Support from mentors, colleagues, and family played a vital role in teacher resilience.

Sub-theme 3.1: The Role of Mentorship and Collegial Support

“My mentor didn’t just give advice—she listened and made me feel I wasn’t alone.” (Participant 7)
This validates the importance of relational and empathetic mentorship (van Ginkel et al., 2022; Lim & Song, 2021).

Sub-theme 3.2: Family Support as a Pillar of Resilience

“I call my mom after every class. Her words keep me going.” (Participant 8)
Emotional reinforcement from family members was a critical factor in maintaining teachers’ well-being and perseverance.

Sub-theme 3.3: Proactively Seeking Professional Growth

“If the system doesn’t help you, you find your own way. That’s what we do.” (Participant 2)
This emphasizes the agency of beginning teachers in navigating their professional development, even in the absence of formal structures.

Theme 4: Achieving Work-Life Balance and Wellbeing

Teachers shared strategies for managing stress and preserving personal time.

Sub-theme 4.1: Time Management Strategies

“I learned to say no and to schedule ‘me time’—otherwise, I burn out.” (Participant 9)
This finding resonates with contemporary literature that advocates for educator wellbeing and holistic support systems (Mansfield et al., 2020; Beltman & Poulton, 2023), building on foundational theories like Bronfenbrenner’s ecological model and Vygotsky’s sociocultural theory.

FINDINGS

• Beginning teachers undergo profound emotional, institutional, and cultural transitions.
• Instructional and systemic challenges are addressed through values-based reflection and peer collaboration.
• Mentorship and family support enhance emotional resilience and professional engagement.
• Teachers exhibit agency in professional development and adopt adaptive strategies for self-care and wellbeing.

Limitations and Future Research

While the study offers rich insights, certain limitations were identified:

• Descriptive redundancies in the discussion section were revised for clarity and conciseness.
• Grammatical issues and phrasing inconsistencies were corrected.
• Foundational frameworks (e.g., Bronfenbrenner, 1979; Vygotsky, 1978) were complemented with recent literature to ensure relevance.
• The “Findings” and “Results and Discussion” sections were streamlined to minimize overlap.
• The data analysis portion was expanded to enhance methodological transparency.

Recommendations for Strengthening the Study

• Include a thematic table or conceptual diagram to visually synthesize key themes.
• Further reduce redundancy and overlap in the discussion.
• Ensure consistent formatting and citation across all sections. 

Future Research Directions

• Expand the participant base beyond one division for broader applicability.
• Conduct comparative studies across urban, rural, and Indigenous school settings.
• Explore gender- or subject-specific experiences in teacher induction.
• Undertake longitudinal studies on the lasting impacts of mentorship and professional development.

REFERENCES

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3. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2023). Effective teacher professional development. Learning Policy Institute.
4. Heidegger, M. (1962). Being and time (J. Macquarrie & E. Robinson, Trans.). Harper & Row. (Original work published 1927)
5. Ingersoll, R. M., & Strong, M. (2021). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323
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