Educational Policies Through The Lens of Seasoned Teachers

This study explored the lived experiences of seasoned teachers in the implementation of educational policies, with the goal of understanding the challenges they face and the strategies they adopt to navigate the complex realities of classroom instruction amid evolving policy demands. Specifically, it examined the ways in which experienced teachers interpret, adapt, and respond to educational policies while maintaining effective teaching practices. Using a phenomenological approach, the study engaged participants in in-depth interviews and focus group discussions. Data were analyzed through coding and thematic analysis, surfacing key insights relevant to both practice and policy. In response to the first research objective, understanding the experiences of seasoned teachers in policy implementation, themes included Navigating Policy Changes and Shifting Priorities, Limited Involvement in Policy-Making Processes, Coping with Resource Constraints in Policy Implementation, and Balancing Policy Compliance with Professional Autonomy. The second objective revealed three major themes: Collaborative Support Systems and Peer Learning, Professional Adaptability and Resourcefulness, and Reflective Practice and Continuous Learning. Teachers emphasized the importance of teamwork, informal mentoring, and the continuous updating of skills to make policies work effectively within their local context. From the perspective of school leadership, the study yielded significant insights. School heads played a critical role in facilitating policy implementation. The emergent themes included Adapting to Policy Shifts: Challenges and Strategies, The Impact of Policy on Teacher Autonomy and Professional Judgment, and Support Systems for Policy Implementation: The Role of Collaboration and Leadership.