Staying the Course: Lived Experiences of Early-career Teachers Informing an Enhanced Faculty Development and Retention Program

Abstract

Aims: This study explored, described, and interpreted the lived experiences of early-career teachers with one to five years of teaching experience in a private basic education institution, focusing on the personal, professional, and organisational factors influencing their decision to remain in or leave teaching. It also identified the challenges encountered, support mechanisms fostering resilience and professional commitment, and used these experiences to develop an Enhanced Faculty Development and Retention Program (EFDRP). Study Design: A qualitative descriptive phenomenological approach was employed. Place and Duration of Study: The study was conducted in a private basic education institution in South Cotabato, Philippines, during School Year 2025–2026. Data were collected over approximately eight to ten weeks from August to October 2025. Methodology: Ten (10) early-career teachers with one to five years of teaching experience were selected through purposive criterion sampling from the elementary, junior high school, and senior high school departments. Data were gathered through individual, in-depth, semi-structured interviews lasting approximately 45–60 minutes, supplemented by reflective journals, field notes, and researcher observations. With informed consent, interviews were audio-recorded, transcribed verbatim, and analysed using Colaizzi’s (1978) seven-step descriptive phenomenological method. Significant statements were extracted, meanings were formulated and clustered into themes, and an exhaustive description was developed. Rigour was established using Lincoln and Guba’s (1985) criteria of credibility, transferability, dependability, and confirmability through member checking, peer debriefing, reflexive journalling, and an audit trail. Results: Five superordinate themes emerged: (1) role overload and the gap between pre-service preparation and classroom reality; (2) the unmet need for structured and sustained mentoring; (3) the emotional labour of classroom management and professional isolation; (4) the importance of visible, responsive administrative support; and (5) purpose, relational meaning, and incremental mastery as protective factors against attrition. Conclusion: Teacher retention was shaped by the interaction of role overload, mentoring experiences, emotional demands, administrative support, and professional purpose. Supportive leadership, meaningful mentoring, and positive learner relationships strengthened resilience and commitment. The EFDRP was therefore developed around four components: structured mentoring and coaching, workload management and role clarification, responsive instructional leadership, and teacher recognition and wellness initiatives.