Publisher

UNAIUNAI

Journal 11th International Scholars Conference11th International Scholars Conference Abstract

This study explored the lived experiences of elementary beginner teachers as they embark on their journey into the classroom setting, the context of their experiences, and how elementary beginner teachers foresee the future. A hermeneutic phenomenological approach with purposeful sampling was employed to gather data. This study utilized a phenomenological interview with seven participants, who were selected using the snowball technique to extract the most authentic and reliable data, which was analyzed using van Manens existential lifeworld elements. Results showed that elementary beginner teachers experienced numerous challenges, emotions like excitement and nervousness, time management, rewarding experiences, transitioning roles, building rapport with students, and collegial, and parent-teacher relationships. The context of the lived experiences of the beginner elementary teachers were classroom management challenges, mentorship and support system, misalignment of the prepared program to actual teaching realities, and school climate adjustment. Teachers viewed their future by developing themselves professionally through pursuing graduate studies, pondering working abroad for financial stability, and developing faith and religion to consider cultural sensitivity and trusting Gods plan. The contribution of the beginner teachers gave insights that there is a need to embrace realities in the new work setting. Thus, a beginner teacher needs to be equipped beforehand and expect that challenges are part of becoming an effective teacher. Hence, it would be relevant for the next study to conduct any related research on the lived experiences of elementary teachers exploring their journey as a beginner in teaching.

Conclusion

The study revealed that the initial years of teaching are emotionally, psychologically, and physically demanding for elementary beginner teachers.These teachers navigate challenges related to classroom management, adapting to school environments, and balancing personal aspirations with professional responsibilities.Ultimately, the findings underscore the importance of robust mentorship programs, relevant teacher preparation, and ongoing professional development to support novice teachers in their journey towards becoming effective educators.

Future Research

Further research should investigate the long-term impact of mentorship programs on the retention and effectiveness of beginner teachers, specifically examining the types of support that are most beneficial during the critical first five years of their careers. Additionally, studies could explore the effectiveness of different pedagogical approaches in addressing the challenges of classroom management faced by novice teachers, focusing on strategies that promote positive learning environments and student engagement. Finally, research is needed to understand how to better align teacher preparation programs with the realities of the classroom, ensuring that new teachers are equipped with the practical skills and knowledge necessary to succeed in diverse educational settings, and to explore the role of faith and spirituality in navigating the challenges of the teaching profession.

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File size	225.25 KB
Pages	12
DMCA	Report