Stepping into the Classroom: A Phenomenological Study of Elementary Beginner Teacher’s Journey

Abstract

This study explored the lived experiences of elementary beginner teachers as they embark on their journey into the classroom setting, the context of their experiences, and how elementary beginner teachers foresee the future. A hermeneutic phenomenological approach with purposeful sampling was employed to gather data. This study utilized a phenomenological interview with seven participants, who were selected using the snowball technique to extract the most authentic and reliable data, which was analyzed using van Manen’s existential lifeworld elements. Results showed that elementary beginner teachers experienced numerous challenges, emotions like excitement and nervousness, time management, rewarding experiences, transitioning roles, building rapport with students, and collegial, and parent-teacher relationships. The context of the lived experiences of the beginner elementary teachers were classroom management challenges, mentorship and support system, misalignment of the prepared program to actual teaching realities, and school climate adjustment. Teachers viewed their future by developing themselves professionally through pursuing graduate studies, pondering working abroad for financial stability, and developing faith and religion to consider cultural sensitivity and trusting God’s plan. The contribution of the beginner teachers gave insights that there is a need to embrace realities in the new work setting. Thus, a beginner teacher needs to be equipped beforehand and expect that challenges are part of becoming an effective teacher. Hence, it would be relevant for the next study to conduct any related research on the lived experiences of elementary teachers exploring their journey as a beginner in teaching.