Treading the unknown administrative path: The lived experience of novice teachers-in-charge

https://doi.org/10.70228/PFREE2024008JHER

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ABSTRACT

This phenomenological qualitative study investigated the lived experience of novice teachers-in-charge who assumed administrative tasks and responsibilities without proper training and preparations. The primary research question explored how these teachers navigated the unknown administrative path. Utilizing Moustakas' approach to phenomenological research, the study involved in-depth interviews with eight novice teachers-in-charge in the Division of La Carlota City under the given criteria. These interviews captured the essence of the participants' experiences, challenges, and strategies as they fulfilled their administrative duties and responsibilities. Seven themes emerged from the result of this study, namely: Theme 1: Neophyte TIC: A Choice Based on Trust and Confidence; Theme 2: Leading with Honesty and Integrity in Actions; Theme 3: United Strength: Building Success Through Collaboration;  Theme 4: Navigating the Grind: A Journey to Resilience and Success; Theme 5: Mentorship Matters; Theme 6: Making a Mark: Celebrating Contributions that Elevate Excellence; Theme 7: Empower Educators: Raise Excellence Through Training. The findings revealed that these novice teachers-in-charge encountered challenges in the performance of their jobs but were able to navigate the path unknown to them through their commitment and dedication, the support of their stakeholders, and mentorship from seasoned school heads, highlighting professional development. This study contributes to how these novice teachers-in-charge overcome challenges in their dual responsibilities as administrative managers and classroom teachers. The result underscores the importance of training and seminars for potential teachers-in-charge to function effectively in administrative and classroom responsibilities.

Keywords: administrative path, novice teachers-in-charge, mentorship