ABSTRACT
This descriptive-qualitative study determined the lived experiences of newly hired and experienced teachers on in-service trainings as basis for intervention program in the Schools District of Pototan 1, Schools Division of Iloilo, during the school year 2022-2023. The research method utilized in the study was qualitative method using in-depth interview to gather data and the research design was phenomenology. It was found out that the lived experiences of newly hired teachers on in-service training are on professional training and as a process of helping teachers, while for the experienced teachers are on professional development and academic encounter. Learning environment was the challenge encountered by the newly hired teachers while the experienced teachers, encountered time constraints, less qualified speakers, redundancy of topics, and problems with the venue of the training. The newly hired teachers managed the challenges encountered by trying to be positive, making some adjustments, and getting support, while for experienced teachers, they seek guidance for support, and they stay positive too.
Keywords: Lived Experiences, Teachers, In-Service Trainings, Intervention Program
INTRODUCTION
Teacher development is a crucial aspect that holds significance for both organizations and countries seeking to bolster their capacity-building efforts. To accomplish this objective, it is imperative to incorporate in-service training into the academic calendar. This integration serves to raise teachers' awareness and motivate them to prepare for these training sessions. The ultimate aim is to instill enthusiasm and unwavering dedication among educators, thereby cultivating a heightened passion and commitment to their roles. Empirical research has revealed that a considerable number of teachers advocate for subject-specific in-service training to enhance their knowledge, skills, and teaching methodologies within their specific domains (Junejo, Sarwar, & Ahmed, 2017).
In-service training programs typically occur annually and are organized to provide guidance to newcomers and offer reorientation to experienced educators. These programs are thoughtfully scheduled to coincide with national or regional events, followed by subsequent divisional and school-level seminars. The content and structure of these programs adapt from year to year to align with the evolving needs of both teachers and the broader school system. Consequently, in-service training programs have become a routine part of school calendars.
Furthermore, these training programs are often conducted bi-annually, aligning with the mid-year break before the start of the following semester and during the summer break just before the commencement of classes. This scheduling is deliberate, aiming to address various needs in the middle of the academic year and at the outset of the next one, ensuring timely resolutions to emerging problems and challenges (Milenyo, 2022).
In the domain of in-service training administration, there is variation, with divisions, districts, or schools assuming this responsibility. Typically, district-level training is the norm, with the remaining days allocated to school-level training. The approach to in-service training may differ from one school to another, but it is essential to customize the training to the specific needs of teachers at each institution, with a primary emphasis on enhancing the teaching-learning process and benefiting students. In-service training programs designed for newcomers are carefully crafted to address any gaps or uncertainties that may hinder teachers' confidence and performance. By aligning these programs with the actual needs of newcomers, it ensures that all work-related issues are adequately addressed. For experienced educators, such programs offer insights into areas of improvement, promoting alignment with established practices, as well as adapting to changes and modifications (Milenyo, 2022).
The researcher has observed that teachers may hold varying perspectives regarding in-service training. Newly hired teachers often have different viewpoints compared to their more experienced counterparts. Despite these differences, both groups are required to attend the same training sessions, covering identical topics and participating in collaborative activities within the training duration. The relevance of in-service training in the lives of teachers is greatly influenced by their perceptions, impacting how they learn during the training and subsequently implement it in their respective schools or classrooms.
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