Understanding the Lived Experiences of ESSU Guiuan Lecturers

Abstract

Using a phenomenological qualitative approach, the researchers examined the components and lived experiences of six lecturers who have entered into the educational environment from schools of education with less than eight years of classroom teaching experience as contractual teachers. This study looked at what it means to be a lecturer in the classroom today, the challenges in the profession, how lecturers approach educating students, and the types of professional development, mentoring, or training they believe they need to educate students in the classroom effectively. This research used an in-depth interview strategy for data collection because it allows the participants to reflect on past, current, and relevant experiences in detail for the study. The one-on-one, in-depth interviews sought to engage the participants in conversations that would encourage responses that revealed the meanings of the participant's experiences in the education profession. The discussion summarizes the findings, the emerging themes included (1) the prevailing truths in pursuing a career of teaching, (2) side stories on new days of teaching,(3) transition, interaction, and relationship as perceived components in the journey of teaching, (4) challenges in instruction, student's behavior management, peer-relationship, and working environment, (5) aspiration to meet competence in teaching, (6) overwhelming consequences on the change of role of teachers amidst pandemic. Further, this study offers recommendations and discusses implications on the lived experiences of lecturers in the education profession.