From Home to Classroom: Experiences of Beginning Teachers in the Philippine Education System

This study explored the lived experiences, challenges, and support mechanisms encountered by beginning teachers in the Philippine education system. It was conducted within the Valencia City Division during the school year 2024–2025. The participants of the study were the seven beginning teachers in the division who were purposively chosen. Utilizing a hermeneutic phenomenological approach and Van Manen’s (1990) analytic framework, data were gathered through semi-structured interviews. The findings revealed four major themes: (1) Transitioning from home life to professional teaching practice, as participants faced significant personal and professional adjustment during their teaching journey.(2) Maneuvering instructional challenges with coping initiatives, where teachers employed various strategies to address classroom and pedagogical difficulties; (3) Mentorship and support systems in the early teaching experience, highlighting the critical role of guidance from experienced colleagues and administrators; and (4) Achieving work-life balance and personal wellbeing, as teachers struggled but aimed to maintain emotional and physical health amid professional demands. These themes underscore the complex realities faced by beginning teachers and the importance of structured support to promote resilience, professional growth, and retention in the field. The study recommends strengthened induction programs and sustained mentorship to enhance early-career teacher experiences.