From Classroom to Newsroom: The Lived Experiences of School Paper Teacher-Advisers in Campus Journalism

This study explored the lived experiences of School Paper Teacher-Advisers (SPAs) in campus journalism. It aimed to address the concerns of the SPAs for a better implementation of the provisions of the R.A. 7079. There were eight chief SPAs, chosen through purposive sampling, from private and public secondary schools in the Schools Division of San Pablo City, who served as the participants of the study. This study employed a researcher-made interview questionnaire. It employed Inductive Thematic Analysis of data, using Semantic Coding, through Transcendental Phenomenological Framework of Moustakas (1994). The study reveals that the SPAs implement editorial practices in leading/managing their school publications including: proper selection of campus journalists; efficient organization of a school newspaper; collaborative editing and feedback; responsible journalism; school-based training; and the use of productivity and content creation tools. Additionally, the SPAs utilized positive reinforcements to their campus journalists. This study also reveals that the SPAs encounter challenges in leading/managing their school publications such as: uncalled appointment of school paper adviser; lack of training opportunities; lack of support; inadequate publication budget allocation; time constraint; workload overload; lack of publication resources; and unsatisfactory performance of campus journalists. Correspondingly, the SPAs specified their journalistic needs to perform their duties and responsibilities in their school publications more productively and effectively including: professional development opportunities; satisfactory workload of school paper advisers; sufficient budget allocation; adequate publication resources; school publication written guidelines; support from the school administration; performance review; and recognition/acknowledgment.