Abstract
Purpose: It is fortunate or unfortunate that PhDs are working as school teachers at different levels. It may be predicted that many PhD degree holders will be ready to join the School Education Department in near future while many candidates are completing their PhDs. The present study purports to explore expectations of PhDs working as school teachers and exploring the challenges they face while teaching in various schools of Sahiwal Division, Pakistan.
 Design/Methodology/Approach: Participants’ lived experiences of working in schools were examined through the phenomenological approach of qualitative research. For this purpose, eleven PhDs were approached through a snowball sampling to gather data on the phenomenon employing the interviews.
 Findings: The results emerged in the form of themes and sub-themes that include relationships with the school community, PhD teachers’ expectations (sub-themes: expectations from students and colleagues, expectations from education authorities, and expectations for professional development), and challenging school environment.
 Implications/Originality/Value: The study implies the recognition of PhDs working as school teachers, their professional satisfaction, service structure and appropriate placement in the education system
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Business and Social Review in Emerging Economies
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
