Exploring the lived experience of reassigned lecturers in new school environment

Lecturers face complex challenges and transitions, experience personal and professional growth, and require supportive structures that emphasize the emotional, relational, and adaptive aspects of their experiences. This study explored the lived experiences of reassigned lecturers in a new school environment in Zamboanga del Sur, Philippines, during the 2023–2024 academic year, using qualitative research with a transcendental phenomenological method. Eleven participants were selected through purposive sampling, and in-depth face-to-face interviews were conducted. Data were analyzed using Moustakas' framework, which involved several key steps: bracketing, horizontalization, clustering into themes, textural description, structural description, and textural-structural synthesis. The study revealed eight main themes related to the experiences of reassigned lecturers: (1) developing mixed emotions during the transition, (2) building new relationships and establishing connections, (3) adjusting to new policies and expectations, (4) evolving through personal and professional growth, (5) adapting and aligning with school values, (6) maintaining open communication and a positive outlook, (7) accepting challenges and embracing the transition, and (8) embracing learning through expanded networks and resources. The findings indicate that while reassigned lecturers face emotional and societal challenges, they also embrace growth through open communication, a positive mindset, and adaptation to the new school environment. The study recommends that school administrators provide comprehensive orientation programs and peer support groups to help lecturers manage emotional challenges, implement professional development initiatives, foster relationship-building, and adapt effectively to new policies, thereby promoting resilience and a positive outlook.