Navigating the Transition: A Phenomenological Inquiry on The Lived Experiences of Neophyte Teachers in Private Secondary Schools

Luningning D. Viterbo, Anabel V. Franada, Dante D. Montebon, Ana Patricia G. Obeso, John Paul M. Pines, Ramonita Salamanca and Karen Joy Sobrecarey
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Luningning D. Viterbo: University of immaculate Conception, Philippines
Anabel V. Franada: University of immaculate Conception, Philippines
Dante D. Montebon: University of immaculate Conception, Philippines
Ana Patricia G. Obeso: University of immaculate Conception, Philippines
John Paul M. Pines: University of immaculate Conception, Philippines
Ramonita Salamanca: University of immaculate Conception, Philippines
Karen Joy Sobrecarey: University of immaculate Conception, Philippines

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 5, 692-705

Abstract: The purpose of the study is to understand the essence of navigating the transition of neophyte teachers in private secondary schools with teaching experience of not more than 3 years. The participants of the study were 10 neophyte teachers from the selected private secondary schools in Davao del Norte and Davao de Oro. Using a qualitative phenomenological approach, the research investigated their challenges, coping mechanisms, and the impact of self-belief on their teaching. The study was guided by Bandura’s Self-Efficacy Theory, Social Cognitive Theory, and Schlossberg’s Transition Theory which highlighted the interplay between personal beliefs, student interaction, and the work environment. Data collection involved in-depth interviews and focus group discussions, which was then thematically analyzed. The findings revealed that neophyte teachers face numerous challenges during their initial transition in teaching. However, they navigate these challenges through self-directed learning, student-centered teaching methods, goal setting based on annual evaluations, and self-reflection on teaching effectiveness. The study emphasizes the importance of passion for education, regular feedback mechanisms, and peer mentorship for successful teacher onboarding in private schools. These findings provide valuable insights for developing training programs and support systems that will equip neophyte teachers for success in their critical first year of teaching.

Date: 2025
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