Untold Stories of Newly Hired Public School Teachers

This study explored the lived experiences of newly hired secondary public-school teachers in one of the Schools Division in the Negros Island Region, focusing on their challenges, coping strategies, and insights for strengthening teacher induction programs. A qualitative narrative research design was employed, involving eight newly hired teachers selected through purposive sampling. Data were collected using a validated semi-structured interview guide and analyzed through thematic analysis. The findings revealed that newly hired teachers encountered challenges related to classroom management, workload, learner diversity, and adjustment to the public school system. Despite these difficulties, they demonstrated resilience by engaging in continuous learning, reflective practice, collaboration with colleagues, and seeking guidance from mentors and school leaders. The study also identified key themes highlighting the importance of structured mentorship, practical and needs-based training, a supportive school environment, effective leadership, and confidence-building opportunities in facilitating teacher adjustment and professional growth. These findings suggest that comprehensive teacher induction programs play a vital role in enhancing the competence, resilience, and commitment of newly hired teachers. The results may serve as a basis for developing responsive policies and sustainable support programs that promote teacher effectiveness, well-being, and retention in the public school system.

EDUCATIONAL LEADERSHIP

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