Ph.D. Graduates are in Schools as K-12 Teachers: A Phenomenological Study

Abstract

This study explored the experience of Ph.D. graduates as K-12 school teachers in Pakistan. Pakistan is confronting significant challenges in the early and late stages of K-12 education. Therefore, the presence of Ph.D.s in schools can be appreciative regarding quality assurance matters and employment opportunities but create a question mark regarding their future progress and adjustment in the school system. In this current research, the researchers addressed the main themes: How is it possible for a Ph.D. graduate to become a K-12 teacher in a school? How do Ph.D.s think and reflect themselves while teaching as K-12 teachers? The researchers collected the experiences of Ph.D. graduate teachers by interviewing them under the umbrella of phenomenological studies of qualitative research design. Eleven Ph.D. graduate teachers from different schools in Punjab province, Pakistan, were selected as research participants through a snowball sampling technique The researchers analysed data using phenomenological studies and developed different themes to address Ph.D. graduate teachers’ feelings, thinking, and reflections within the school environment. After drawing results and creating conclusions, this study suggested various recommendations for the school education department and stakeholders to improve their policies and working environment to cope with the Ph.D. graduate teachers. The study's implications revealed that the governance system must implement the various provisions concerned with Ph.D. graduate teachers present in schools. These provisions include recognizing their work, financial satisfaction, teacher education sector reforms, and proper utilization in the education system.