ABSTRACT
This phenomenological study explored the experiences, challenges and coping strategies of newly-hired teachers aiming to improve induction program. Data was collected through semi-structured interviews and participated by ten (10) public school teachers in Schools Division of Iloilo City during the School Year 2025-2026. Findings revealed that teachers faced a professional reality of “survivalism” and “reality shock”. Though enthusiastic at first, participant experienced an “emotional pendulum” of self-doubt and nervousness. Challenges included unruly class behavior, heavy paperwork, and being assigned with coordinator roles before mastering basic teaching. They also coped by relying from senior colleagues, rigorous time management and spiritual fortitude. The study concludes that there is a large gaps between the teachers’ preparation and the actual demands of public school works. It recommends restructuring induction program to enforce “No coordinator” policy for new hires, formalize mentorship credits and add emotional debriefing sessions to prevent early- career burn-out.
Keywords: Newly-hired teachers, teacher burn-out, reality shock, classroom management, induction program, Iloilo City
INTRODUCTION
The transition from a pre-service student-teacher to a full-fledged professional is one of the most critical phases in an educator’s career (Aragasi & Pangandaman, 2021). Historically, this period is described as a "reality shock," where the idealistic expectations of the classroom meet the pragmatic and often exhausting demands of the school system (Veenman, 1984, as cited in de Vera, 2021). In the current educational landscape of Iloilo City, newly hired teachers are entering a "post-pandemic" environment that requires a higher degree of socio-emotional competence and adaptability than previously expected (Frontiers in Education, 2026).
Current data suggest that the professional reality for these new entrants is defined not by immediate mastery, but by "survivalism" and "instability" (MDPI, 2025). Teachers frequently report feeling "overwhelmed" and experiencing "self-doubt" as they realize that the profession goes far beyond delivering lessons (Aragasi & Pangandaman, 2021). They find themselves acting as disciplinarians, clerks, and social workers, often without sufficient institutional support to manage these multifaceted roles (Gomez, 2007, as cited in Belitung Nursing Journal, 2021).
A global analysis by Darling-Hammond, Hyler, and Gardner (2024) found that new teachers often experience a mix of enthusiasm and overwhelm as they move from preparation to practice, with their experiences shaped by both personal efforts and organizational support. In a local context, Reyes (2025) concluded that newly-hired public school teachers in Iloilo City face interconnected challenges related to classroom management, workload, and adaptation—issues amplified by large class sizes and limited initial support. Without proper support, these difficulties may bring about elevated stress, burnout, and early departure from the field. To address this, induction programs are designed to help new teachers adjust, build skills, and grow professionally—but many existing programs lack the local focus needed to meet the specific needs of teachers in places like Iloilo City. Prior studies in the Philippines have highlighted that new elementary teachers in Western Visayas prioritize cultural integration in their teaching and rely on support from colleagues to cope with challenges. Dela Cruz and Santos (2025) noted that these teachers increasingly focus on cultural integration and differentiated instruction as core components of their practice. La Londe (2025) observed that regular mentorship from experienced colleagues provides new teachers with context-specific strategies and emotional support, significantly improving their ability to manage challenges. However, there is still limited research that focuses specifically on the real-life experiences of beginning teachers in Iloilo City and how their insights can shape more effective induction programs. Mendoza (2025) found that 82% of new elementary teachers in the region identify classroom management as their most pressing challenge, with diverse learner needs and high student-to-teacher ratios contributing to difficulties. Additionally, Cruz (2025) reported that new teachers in Iloilo City work an average of 55 hours per week, with administrative duties and additional roles adding significant pressure. These findings underscore the urgency of developing tailored support systems for new teachers in the area. This study seeks to bridge this gap by investigating the lived experiences and challenges, and coping strategies of newly-hired elementary school teachers in Iloilo City. By understanding their perspectives, we can develop targeted inputs for an induction program that addresses their actual needs, helps them succeed in their roles, and supports the long-term improvement of education in the region.
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