Institutional Support Towards Career Achievement: Lived Experiences of Key Stage 1 Teachers

This study explored the lived experiences of key stage 1 teachers regarding the institutional support they receive. Recognizing that key stage 1 teachers play a critical role in foundational education, the study aimed to uncover the challenges they face, the coping mechanisms they employ, and the insights they can offer to improve support systems. The study employed a qualitative phenomenological design. Data were collected through in-depth interviews and a focus group discussion using an interview guide. The data were analyzed using thematic analysis to generate key themes across participants' narratives. Findings revealed five primary challenges: inadequate access to professional development opportunities, lack of instructional resources, limited administrative and peer support, unclear career progression pathways, and high workload with minimal institutional recognition. To cope, teachers engaged in attending external training independently, creating and recycling low-cost materials, seeking peer support, self-initiating career planning, and practicing time management with personal boundaries. Insights emphasized the need for responsive institutional support, the role of collaboration, the possibility of growth despite limitations, the importance of clear career direction, and recognition to sustain morale. The study implies a need for more targeted, responsive, and structured institutional support for key stage 1 teachers. Policies and practices at the school and national levels must address gaps in resources, professional development, recognition, and career advancement to promote teacher effectiveness and well-being.