The Lived Experiences of Novice Elementary School Teachers: Navigating the Implementation of the Revised Curriculum

Abstract

This phenomenological study explored the lived experiences of novice public elementary school teachers in implementing the Revised Curriculum in Tarragona, Davao Oriental. Specifically, it examined the challenges encountered by novice teachers, the effectiveness of school-based support systems, and the insights gained from their professional adjustment and growth during curriculum implementation. The study employed a qualitative descriptive phenomenological research design to capture participants’ experiences within their natural teaching contexts. Seventeen novice teachers participated in the study, including 10 participants for in-depth interviews and seven participants for focus group discussions. Participants were selected through purposive and snowball sampling based on established inclusion criteria. Data were collected through semi-structured interviews, focus group discussions, and field notes, and were analyzed using thematic analysis. Findings revealed four major themes concerning teachers’ lived experiences: pedagogical adjustments, curriculum familiarization difficulties, instructional workload pressure, and instructional–learner mismatch. Teachers experienced challenges in managing diverse learners, aligning lessons with curriculum competencies, and adapting to learner-centered instructional approaches. Two themes emerged regarding school-based support: support facilitated adjustment and inadequate instructional support. Mentoring, collaborative discussions, and professional guidance from school leaders and colleagues significantly enhanced teachers’ confidence and instructional competence, although insufficient resources and inconsistent support remained persistent concerns. Moreover, three themes emerged regarding teachers’ professional growth: adjustment as a process of professional learning, developing confidence through familiarity, and confidence-building enablers. The findings underscore the importance of sustained mentoring, professional development, collaborative support systems, and adequate instructional resources in strengthening novice teachers’ capacity to implement curriculum reforms effectively. The study contributes context-specific insights that may inform teacher induction programs, curriculum support initiatives, and educational policy development.