A Whole New World: A Phenomenological Study of the Lived Experiences of SHS Teachers who are from the HEIs

Abstract

INTRODUCTION

The transition period before the full implementation of the K-12 curriculum raised concerns on fewer or no freshmen enrollees in Higher Education Institutions (HEIs) and putting some college teachers in displacement. This made their exodus to theDepartment of Education inevitable. Since the two learning institutions are dissimilar in their practices, this might give HEI teachers a hard time adjusting to their new environment. Thus, this study, which aims to determine the lived experiences on the challenges and their ways to cope with these challenges.

METHODS

The study was a qualitative method that used a phenomenological study design. Five purposively selected SHS teachers from the HEIs underwent an in-depth interview on the challenges they encountered in senior high school, and their strategies in order to cope with these challenges. Braun and Clarke's (2006) thematic analysis was used as a framework of analysis. The steps on familiarization with the data, generation of initial codes, reviewing, refining, and naming of themes, and production of the report were strictly followed.

RESULTS

The first theme generated from the interview was "Controlled Teaching Strategies" indicating the struggles of the participants on the need to prepare a daily lesson plan, adjustment to classroom monitoring, and limited to almost without academic freedom. The second theme, "Tedious Assessment," focused on classroom assessment, and reaching out to parents to avoid dropouts and failing grades. The last theme identified three main areas about Paperwork Overload on narratives, on advisors, and ancillaries. For the coping strategies, appropriating the teaching skills was noted. The second strategy, changing the mindset, was about internal or personal adjustment to the environment. Learning the Deped culture was the last coping strategy applied to overcome the senior high struggles, wherein the teacher participants realize the benefits of being a senior high school teacher and the sense of dignity as a public servant.

DISCUSSIONS

The results of this study established the lived experiences of senior high school teachers from the HEIs. Limitations are acknowledged in the interpretation of the findings since the sample size was small and participants were purposively chosen. This study opens the academe and the future teacher-applicants to finding the public school system a healthy workplace, and an avenue to determine capabilities to handle stress and changes to achieve quality education for all.