EXPERIENCES OF NOVICE PUBLIC SENIOR HIGH SCHOOL TEACHERS IN ILOCOS NORTE: A QUALITATIVE DESCRIPTIVE STUDY

The first year of teaching is a critical phase in the professional journey of educators, often characterized by a steep learning curve. This study explored the experiences of novice public senior high school teachers in Ilocos Norte, focusing on two key questions: (a) What were the experiences of these teachers during their initial year? and (b) What strategies did they employ to manage classroom dynamics and foster student engagement? The study aimed to uncover the experiences and strategies that shaped the first year teaching experience, providing insights to inform supportive educational policies and practices. Using a qualitative descriptive design, data were collected through in-depth interviews Thematic analysis was adopted to analyze the transcripts. The exploration identified recurring themes that shed light on their lived experiences and strategies. Findings revealed a multifaceted narrative encompassing five themes: navigating initial challenges, fostering positive student connections, experiencing supportive school environments, overcoming obstacles, and demonstrating a commitment to reflective practices. Despite facing difficulties such as classroom management and adapting to diverse student needs, teachers employed strategies like game-based learning, ICT integration in education, positive reinforcements, professional growth and continuous learning, and maintaining parent-teacher relationships. The results underscored the importance of a nurturing educational environment in supporting novice teachers’ resilience and professional growth. The study highlighted the complexities of the initial teaching year and offered recommendations to enhance support systems for new teachers. By addressing these insights, stakeholders could create policies and initiatives that fostered teacher resilience and contributed to a thriving educational community.