UNTOLD STORIES OF THE NEWLY HIRED TEACHERS: A PHENOMENOLOGICAL STUDY

EDUCATION

The purpose of this phenomenological study is to explore the untold stories of eight newly hired teachers, shedding light on their experiences, challenges, and triumphs as they transition into the teaching profession. It utilized the qualitative research design and specifically employed a phenomenology using the following gears: thematizing, designing, conducting interviews, transcribing, analyzing, verifying, and reporting. This phenomenological study explored the lived experiences, problems encountered, solutions and insights of newly hired teachers. The results of the research suggest that the experiences of newly hired teachers, showcase an intricate mixture of excitement, apprehension, flexibility, and perseverance. Moreover, the study showed that the dedication to support novice teachers will ultimately lead to enhanced learning experiences and results for students, the essence of every educational mission. Hence, it was concluded that the results presented a strong appeal for action among educational stakeholders. As a recommendation, schools and systems must focus on the comprehensive growth of newly employed teachers recognizing their challenges, elevating their perspectives and bolstering their abilities, we can create a more resilient, motivated, and effective teaching staff.

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