stdClass Object
(
    [id] => 15413
    [paper_index] => 202503-01-020712
    [title] => UNVEILING THE LIVED EXPERIENCES OF THE NEWLY HIRED ELEMENTARY SCHOOL TEACHERS ON THEIR PEDAGOGICAL COMPETENCE: A PHENOMENOLOGICAL INQUIRY
    [description] => 
    [author] => Alma A. Cuestas, Joju Amor D. Villajos
    [googlescholar] => 
    [doi] =>  https://doi.org/10.36713/epra20712
    [year] => 2025
    [month] => March
    [volume] => 11
    [issue] => 3
    [file] => fm/jpanel/upload/2025/March/202503-01-020712.pdf
    [abstract] => The purpose of this study is to explore and understand the lived experience and challenges encountered of newly hired elementary teachers on their pedagogical competence in Laak District, Division of Davao de Oro. This study employed a qualitative research design using phenomenological approach. To verify the validity and reliability of the acquired data, this study featured fourteen (14) participants, seven (7) for the in-depth interview and seven (7) for focus group discussion. The data gathered during the in-depth interviews and focus group discussion was organized, transcribed, translated, and analyzed. Thematic analysis was used to analyze the data. The results revealed newly hired elementary school teachers’ experiences on their pedagogical competence to enhance teaching- learning process. The following themes emerged in the study on the experiences of newly hired elementary school teachers: using effective instructional strategies and practices; utilizing learned skills from professional seminars and personal reflection; and dealing with educational challenges. Moreover, their coping mechanisms include six (6) major themes: employing various teaching strategies in addressing learners needs; asking help through collaboration with colleagues and school heads; capacitating career growth among teachers; refining teacher skills and pedagogical competence; cultivating active and engaged learning environments for students and handling students’ behavior proactively. Lastly, insights of the participants were: commitment of lifelong learning and professional growth; fostering positive and supportive relationships; embodying patience, strength, and dedication in teaching; inspiring and motivating student growth and building resilience in teaching. The findings of the study provide valuable insights into how they lived experiences of new teachers, particularly their social interactions, contribute to their pedagogical growth. It highlights the need for robust professional development programs that emphasize collaborative learning, mentorship, and access to resources. Despite challenges like adjusting teaching approaches to students' needs and levels newly hired elementary school teachers employs various teaching strategies to enhance the teaching-learning process.
    [keywords] => Experiences, Newly Hired Elementary School Teachers, Pedagogical Competence, Davao De Oro
    [doj] => 2025-03-27
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 95
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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