Classroom Teaching and Management: Experiences of Novice English Teachers

Abstract

Novice English teachers experience a rollercoaster of emotions and challenges. This study aimed to describe the experiences of novice teachers in their first year of teaching in the Department of Education in the Philippines. The paper employed qualitative research design, using Interpretive Phenomenological Analysis (IPA). Ten newly employed teachers in the Department of Education within the Cebu City Division participated in the study. Participants had taught at the basic education, Junior High School level, for two (2) years, occupying a permanent/regular teaching position from School Year 2021 to 2023. After intensive analysis of the data, three themes emerged: a) classroom management dilemmas, b) cutting-edge instructional techniques, and c), emotional and psychological encounters. The informants confronted challenges but made remarkable contributions through their in-depth knowledge of technology integration. Overall, the study highlights the need for ongoing professional development, mentoring, and the integration of research-based practices to support novice teachers effectively. Future research could focus on the first five years of teaching experience to see how well novice teachers cope with the challenges and how fast they adapt to the system.