Unravelling the Lived Experiences with Information and Communication Technology (ICT) in the Lens of Newly Hired Teachers: A Phenomenological Inquiry

The transition into the teaching profession presented numerous challenges for newly hired educators, especially in adapting to 21st-century demands. This qualitative phenomenological study explored the lived experiences of newly hired teachers, focusing on the challenges they encountered, their sources of motivation, the strategies they employed, and the role of Information and Communication Technology (ICT) in their instructional practices. In-depth interviews were conducted with ten purposively selected teachers from various schools in the South President Quirino District. The findings revealed five central themes: frustrating yet persevering journeys marked by emotional and professional struggles; varying levels of ICT competence; the use of innovative instructional strategies and methodologies; disruptions during the transition from theory to practice; and the navigation of barriers, including limited access to resources and poor internet connectivity. Despite these difficulties, participants demonstrated strong resilience and adaptability by utilizing ICT tools to create engaging learning environments. Their ability to manage responsibilities while facing technical and institutional challenges reflected their commitment to effective teaching. This study emphasized the need for sustained support, professional development, and improved access to ICT in order to empower beginning teachers and enable them to succeed in modern educational settings.