Navigating The First Year: A Phenomenological Research On Newly Employed Teachers In Philippine Public Schools

AUTHOR(S)

ROWENA L. BADILLA

ABSTRACT

—— This phenomenological study explored the first-year experiences of newly hired junior and senior high school teachers at Juan S. Tismo National High School in the Philippines. These new teachers were passionate but faced heavy workloads, administrative tasks, classroom management challenges, and limited resources. They showed resilience through time management, flexibility in teaching, and building relationships with students. The study found that mentorship, teamwork, and structured induction programs from the school helped teachers adjust and grow professionally. However, support was uneven, underscoring the need for more consistent, practical induction programs. Supporting first-year teachers is crucial for retaining them and improving teaching quality. The study recommends ongoing professional development, reflective practice, structured mentoring, and supportive school environments. It also urges the Department of Education to standardize induction policies and calls for more practical training in teacher education programs. Future research should consider other settings and long-term teacher development to strengthen support for new teachers. This study offers insights into the challenges and strategies of novice teachers and can guide policies to help them succeed and advance public education in the Philippines. Keywords — Newly Hired Teachers; First-Year Teaching Experience; Teacher Induction and Mentoring; Public School Education Philippines; Teacher Adaptation and Resilience