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Appendix A. Communication Letter
Appendix B. Informed Consent
Appendix C. Validated Semi-structured interview protocol

Republic of the Philippines

CENTRAL MINDANAO UNIVERSITY
University Town, Musuan, Maramag, Bukidnon
COLLEGE OF EDUCATION

INTERVIEW PROTOCOL

Teacher Induction Program Through the Lens of

Novice Senior High School Teachers

Sarah Jane A. Valdez

Researcher
Interview Coverage

I. Invitation

II. The Research Problem

III. Interviewee’s Background

IV. Interview Guide Questions: Individual Interview

The Research Problem

This study aims to explore the in-depth lived experiences of novice Senior
High School teachers in the Teacher Induction Program. Specifically, it seeks to
answer the following questions:
1. What are the lived experiences of novice teachers in the school?
2. What are the themes that can be drawn from the lived experiences of
novice Senior High School teachers?

Interviewee’s Background
1.Please give a brief description of yourself.
2.Describe your entry in the Senior High School.
3. Please describe what are your functions in the school?
4.What are your activities other than teaching? Please explain.

Individual Interview Guide Questions

1. What was most surprising in your first year of teaching?

2. What were your fears before you started teaching?
3. What was the biggest change since then? What influenced this
change?
4. What were the challenges you have encountered in the classroom,
and in the workplace?
5. What enabled you to go through those challenges?
6. What strategies, resources, or support do teachers need to deal with
those challenges?
7. Do you feel that the Teacher Induction Program improved your
performance?
8. What do you think was not covered in the Teaching Induction
Program?
9. What would you like to change in the Teacher Induction Program?
10. What do you think DepEd Division of Valencia City should do to
improve the TIP?
11. At the school level, what do you propose to improve the program?
Invitation

I am Sarah Jane A. Valdez, Education Program Supervisor of DepEd -

Valencia City, Bukidnon. To complete the prerequisites for the Doctor of
Philosophy in Educational Administration degree, I am undertaking a study
titled, “Teacher Induction Program (TIP) through the Lens of Novice Senior
High School Teachers”. It aims to draw insights from your experiences in the
program implementation. It is an honor to invite you to you to take part in this
academic project through a one-on-one interview.

Heeding to this invitation will be very helpful in obtaining the

information required for this study. It would be much appreciated by the
researcher.

Thank you so much for your positive response. God bless.

SARAH JANE A. VALDEZ

Researcher
 DEMOGRAPHIC PROFILE SURVEY

Date Filled out: ______________________

(Participant )

I- Personal Data
Complete Name:
__________________________________________________________
Not Applicable
Maiden Name: ________________________
Age: ___________________ Civil Status: _________________
If married, no. of children: _______

II- Educational Background Complete Name:

Schools attended

Elementary: ________________________________________________
Secondary: _________________________________________________
College: ___________________________________________________
Graduate:__________________________________________________
Post Graduate:______________________________________________

Honors and awards received

Elementary: _______________________________________________
Secondary: ________________________________________________
College: __________________________________________________

III. Teacher Induction Program (TIP) Background

No. TIP Attended :_______________Year Attended ____________

No. of days ____________________ Sponsoring Agency: ________

III- Work Experience

Position Name of Company/Establishment Year
________________ _________________________ ___________

IV- Brief Description of Self

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________
 Republic of the Philippines
CENTRAL MINDANAO UNIVERSITY
University Town, Musuan, Maramag, Bukidnon
COLLEGE OF EDUCATION

Esther V. Tabañag, PhD

Chief Education Program Supervisor
School Governance and Operations Division
DepEd, Division of Valencia City

Ma’am;

Greetings!

As part of the requirements for PhD in Educational Administration in Central

Mindanao University, I am undertaking a research study on “Teacher Induction
Program through the Lens of Novice Senior High School Teachers”. The
acquired information will serve as basis to assess the program implementation.

Considering your long-time experience as the lead person in the implementation of

the program, I would like to respectfully request your evaluation of the content of the
Interview tool to be used in gathering data from the participants. Your comments and
suggestions will surely impact the refinement, validity, and reliability of the interview
tool. Attached herewith is a copy of the interview questions.

May due course be given on this request.

Very truly yours,

SARAH JANE A. VALDEZ

Researcher
Interview Protocol Validation Rubrics
Source: Validation Rubric for Expert Panel (VREP copyright) by Simon and Goes
(2013) revised (2019)

Criteria Operational Score Question

Descriptions s NOT
meeting
the
standard
(List page
and
question
number)
and need
to be
revised.
1=Not 2=Below 3=Meets 4=Exceeds
Acceptable Expectation Expectation Expectation
(major s (some s (no s (no
modification modifications modifications modifications
s needed) needed) needed but needed)
could be
improved
with minor
changes)

Clarity  The
questions
are specific
and easy to /
understand.

 Only one
question is
asked at a
time and no
double- /
barrelled
questions.
Wordiness  Questions
are concise /
 There are
no
unnecessar /
y words.
Negative  Questions
Wording are asked
in /
affirmative
form.
 There is no
Overlap- overlapping
ping of
Questions questions.
 There are
no
ambiguous /
questions.
Balance  The
questions
are /
unbiased.

Use of  The terms

Jargon used can
easily be /
understood
by the
participants
.
 There are
no clichés
or
hyperbole /
in the
wording of
the
questions.
Use of  There is a
Technical minimal
Language and /
appropriate
use of
technical
language.
 All
acronyms /
are spelled
out.
Application  The
to Praxis questions
are related
to the role
and /
experience
s of the
participants
.
 The Incorporate
No. 11 to No.
participants 10
can /
express
their
experience
s to the
questions.
 Relationshi  The
p to questions /
Problem are related
to the
study.
 The There is a
need to ask
questions this question:
are / What
was/were the
sufficient to biggest
answer the help/that TIP
objectives has provided
you? (before
of the question
study. number 7)

Other comments and suggestions:

1. For question no. 4, be specific as to how many challenges so that the
interviewee could really think of the most serious/important challenges
encountered as a novice teacher.
Example: Cite at least 2 challenges that you have encountered in the
classroom and in the workplace?

ESTHER V. TABAŃAG
Printed Name and Signature of Validator
Date: 2/28/2023
Appendix D. List of Interview Transcript
Question No. 1. What was most surprising in your first day/week of teaching?
Blake: I was surprised about the teaching load, the schedule of classes, and
adjustment in teaching because of the adjustment to the learning of the learners due
to the modular which make it difficult for them to understand the lessons. I was
surprised that I handled 6 subjects with 1 advisory. I was expecting that the start of
the class is 7:00 am in the morning but it was 5:30 am. First, having a schedule for
set A and set B and having poor internet access for the students. I have to prepare
different activities for set A learners and another for Set B. I spent several hours at
night preparing activities that I slept only a little. Poor internet signal caused
communication issues. They (learners) were not able to get my instructions that they
will keep saying (“ha? Unsa sir?”) what is it sir? The act of teaching is not really that
foreign to me since I worked as a part-time tutor for some of my neighbors’ children,
but I wasn’t prepared to the paperwork a teacher, especially an adviser, was
expected to do. On top of that, the learners’ behavior as well as their academic
achievement was also surprising in a bad way. They seem to just care less about
their academic progress. I did not know how to handle things well.
Chesire: The first section I entered was a TVL-IA strand, and the students were
roughly 60-65, so it was really crowded, uncomfortable, and hot. There were more
males than females, and most, if not all, are as rowdy as grade schoolers. It was
understandable given that it was also their first day of school after a two-year
homeschooling due to COVID. Because I wasn't wearing a uniform or an ID, they
assumed I was one of their classmates and ignored me when I entered. When I
introduced myself, they paused. But I suppose I was more nervous than anything
else because I wasn't very adept at speaking in public.
Chuy: It’s the new curriculum which makes me wonder of the strands and the
attitude of the students. Also, during my 1 st day had a very struggling experience
because I was assigned to industrial arts class where most of the students are
unable to read well and fluently. I was also struggling of the subjects that given to me
since I don’t have any background in teaching.
Rodz: In my first year in teaching, I cannot forget the sudden shift to online teaching.
Like I had a week of pandemic, then shifted to limited face-to-face. It required
significant adjustments to my traditional teaching methods and I need to learn new
technological tools and pedagogical approaches to engage and support my students.
I also need to be more attuned to the emotional needs of the students, often taking
on the role of counselor, mentor, and friend, as they navigate the challenges of
learning in a pandemic. I felt inadequate and a bit helpless I had no one to share
things with.
Mar: I had a hard time adjusting since my previous job was not in any way related to
teaching. I am bringing work at home like papers for checking and preparing
presentations for students. I have to rush things so I can meet the demands of my
job.
Nino: The lack of knowledge about lesson plans, teacher strategies, and classroom
management caught me off guard during the start of my teaching career. Apart from
that, I was surprised how a lot of learners forgot a lot of basic skills across all
subjects such as comprehension skills, mathematical skills, and computer skills. The
pandemic has resulted to learning losses that are hard to cope with. Lastly, the lack
of classrooms and overpopulation of students are issues that are very evident. I had
a hard time thinking how to make things easier for me but I was ashamed to share it
to anyone because they might ahm, give meanings to it that may not be good for me.

Papii: Teaching subject that I am not Familiar or not my field of specialization.I am

teaching specialized subjects in Hospitality Services (Housekeeping, Front Office,
Local Guiding, Tourism Promotion) but during my first day the school give me
Personality Development and Hope subjects aside from my field. I felt like I carried a
big rock in my shoulders. How do I make very good lessons? How will I prepare
lesson plans everyday I did not expect that it would be this much. I was point blank,
but thank God my wife was there to give a lift. She’s a teacher by the way.

Jepoi: For my first year of teaching in DepEd, the most surprising thing is the amount
of work and effort that goes into teaching because, aside from being a subject
teacher, I am also a class adviser and a computer laboratory in charge. This
assigned task really taught me what being a teacher in DepEd is like because
compared to my previous experience as a teacher in college, the high school setting
is very different, especially since during this time the pandemic hit. But this
experience has made me appreciate the value of being a teacher, and I am grateful
that I am a part of it.

AJ7: Maybe the most surprising part during my first year of teaching was that I have
witnessed and see the very common problem of every public school in the
Philippines that DepED must addressed, and that is the lack of classroom facilities.
During the full implementation of face-to-face learning, I have witnessed that there
are sections with no proper room. Some teachers are doing their classes in the stage
and even in the covered court which is very hot especially during afternoon. This set-
up is truly not conducive for learning of the students.

Vinz: I am surprise that there are huge number of students in a classroom, 57 more
or less to the point that some students cannot sit comfortably. During a quarter
exam were most of the students are present.
How were they seated?
They sit like there is no space for them to stand or do a stretching. Some were
standing, and some place their chairs outside the room just to find a space for them
to be seated.
how did you accommodate them?
I place some of the unnecessary tables outside.
For how long did that problem last?
A semester.
Rena: It was modular. Walay module nga hard copy.I was surprised by everything.
(gakataranta ko labi nag naay mangayo.) I panic especially if somebody asks a copy.
The system of the Deped as a whole was new to me. I was surprised by the
workload especially the paper works, but still, I’m grateful I was hired at Deped. The
workload is lighter than my previous job. I was surprised with the paperworks,
especially the paperwork on learners documents, preparation of Form 9 and 10
which are new to me. It was a big problem for the first time because I am not that
tech savvy. I do not know how to fill the forms, but then they call my attention
because I have not yet complied the forms. I did not know I have to fill the forms
that’s why.
(duha mi sa classroom) There two of us teachers occupying the room. I did not like
much that she will hear what I will be teaching or doing in the class. I was uneasy.
I was given six loads, I thought there will be only four like what I heard from a friend
who is also a teacher.

Dokot: Dealing with the students! Since we are facing a diverse learner in the field of
teaching. Compared to my experience as a teacher in college, High School setting is
different. I learned a lot in dealing learners came from different family orientation and
environment. It took me a year to adjust and adapt to the system of DepEd since
Higher Education has different teaching approach.

I thought we will be oriented first before we will teach, or we will be told where are
the facilities or the people we met. Instead I have to face the students at once
because nobody is handling them. There was silence when I stepped inside the
class but it did not last long. I cannot control the laughter and noise so I tapped the
table. I did not know if tapping the table would be alright then but I did it to restore
the peace and quiet of the room.
I did not know that I have to register in the biometrics the next day, but I saw other
teachers doing it so I tried putting my fingers but I laughed because It did not work.
Other teachers said you have to register first and directed me to go to someone
doing the registration. I was a bit ashamed but I just laughed it out.
Dabz:  I was surprised that handling SHS learners is very challenging. The learners
influenced me because there are so many task to do to make sure the needs of
the learners will be achieved.
I was touched with how fun and caring my students are…And to be a part of this
very nice and friendly institution. It was limited face-to-face time. I reported to the
Principal’s office with a little fear…because aaaa..I don’t….I have not met him yet. It
was a short stop. I was given an advisory task because Mrs. Cox had an
assignment in the GSP. I don’t know how to be an adviser but I did what I was told.
There were students who return their modules, some asked me what they missed,
and others gave me snacks for free.
That’s it. I had my class on the stage because there was no classroom
available. If it rains, we will be drizzled. We just rearrange the chairs so we will not
be wet. Every time I look up the four-story building, I was envious because they
have classrooms. I asked myself what life inside the room could be. It must be
okay. So I just teach using my laptop. I must show the laptop around when I present
because the letters are small the students cannot see them.
“Gitagaan kog advisory kay naay task si Mam Cox sa GSP. Di ko kabalo mag-unsa
ang adviser pero I did it. Naay mga students mam maghatud ug module, mngutana
silag unsay kulang nila, tagaan kog snack, manglibre…) “
 Mao to, nagklse ko sa stage kay walay room, kung mag-ulan salibo, 42 kabuok
students. Padayon ra gihapon sa klase i-change lang ang bangko nga arrangement
aron dili mabasa. Kanang paghangad nimo sa building four storey, masuya ka sa
uban nga naa sa room…ingon ko unsa pud kaha ng life diha sa sulod no basig
okay kayo..so laptop lang ang gamit inig discuss.. isuroy suroy ang laptop kay
gagmay man ang words…dili makita

Question No. 2 What were your fears before you started teaching?

Blake: I am afraid that I might not deliver the topics very well and of what strategies that I will
be using in my lessons. Moreover, I’m afraid that maybe I can’t perform very well. I was
afraid of the learners, the teachers and observers.

Chesire: I was never good at talking in a crowd, and fifty to sixty learners in a class is
certainly a crowd. Getting their attention and maintaining that attention were two of my fears
because college, or engineering school, didn’t train us how to deal with students.

Chuy: The fear of teaching, since I am not an Education Major graduate and I don’t have any
background in teaching. I’m afraid that I may not able to deliver the lessons properly and
students will quation me of my teaching strategies, but I am most afraid of the teachers and
heads especially during class observation because of the same reason and also, I’m not
very confident of myself.

Rodz: The common fears before I started teaching include not being able to connect with
students or getting along with colleagues, being unprepared for challenging situations such
as handling difficult behavior or dealing with unexpected emergencies, and the fear of being
evaluated and judged by students, parents, and colleagues. Additionally, I felt anxious about
the workload and the pressure of meeting academic goals, grading assignments, and
planning lessons.
Mar: I was anxious that I cannot meet the required competencies. I was anxious because I
don’t have any experience about teaching.

Nino: Being an introvert, the biggest struggle is speaking in front of an audience and
interacting with fellow teachers. I was also afraid of not being able to deliver my task of
teaching. Speaking in front of a crowd in general has always been a struggle because I am
an introverted person. I was always afraid of other people’s perception of me when I talk.
Growing up as a people pleaser may have been the reason for that fear. Now that I am hired
as a teacher, I was eager to overcome that fear little by little. I am quite afraid to mess up my
teaching tasks especially with my role as a Special Science Teacher 1. Expectations are
quite high and to some extent, we have to meet those expectations.

Papii: That I won’t be able to achieve the standards that was set by the previous teacher in
the specialized subject that he previously handled. I heard he was very good and I am afraid
to be compared. It may affect my self confidence in delivering the lessons.

Jepoi: One of my biggest fears before teaching in DepEd is managing a classroom full of
students with different learning styles and behaviors, knowing that I will be handling senior
high school students. Also, I am worried that I am not knowledgeable enough or experienced
enough to be successful in this role knowing that I will be handling other subjects that are not
my major since I am a BS in information technology graduate, not education.

Why are you afraid when you are alone in the classroom? Are there other people you
are afraid of on your “would-be” failures?
I'm frightened that people will condemn me when I make mistakes or when I fail. This fear
causes me to lack confidence and self-esteem.

Aj7: Before I started teaching in VNHS, I doubt myself if I could perform the task of a teacher
since I am not a teacher by profession. It is very hard in my part since I do not know what
does the teacher do inside the classroom aside from teaching, how does he/she manage the
whole class, what are the documents to be prepared and submitted at the end of the month
especially if you are an adviser and most importantly, I do not know on how to prepare
lesson plans or daily lesson logs because again it is not in-lined with my chosen career in
college.

Vinz: The fact that my field is not into teaching, I feared unto how am I going to teach, what
are the techniques of teaching so that the students can learn thoroughly, and how to deal
with everyone in the school.

Why were you afraid?

Maybe because I was afraid to fail in front of my students.I think of it a month before the first
day of my duty that’s why during 1st day of my duty I came prepared but what if…what if I
fail.

Rena: Since I am not an educator by profession, I’m afraid I can’t meet what my supervisors,
colleagues, and students expect from me. I am an accountancy student. I am afraid of the
Supervisors.If they see that my performance is not so good, they will find ways to make me
better, they might terminate me, things like that.

(As a teacher they expect a lot. If i am not very good they will backbite, libakon ko nila basin
libakon ko nila kay tagduha mn gud mi nga teacher sa classroom nagshare. I am afraid of
the
Supervisors.If they see that my performance is not so good, they will find ways to make me
better, basin pahawaon ko sa trabaho… ana ba…)

Dokot: One of my fears was not able to blend with the new environment and the new
system. I am afraid that I could not perform my duties and responsibilities as a Senior High
School Teacher and as an adviser.

Dabz: The feelings of parents about their children’s achievement in school in their
daily learning activities. They might complain if I give poor grades, they might be
angry with me…things like that. I might commit errors when I teach then they will
laugh at me”

(“Basin magreklamo ang parents sa grado, modular ang instruction. Basin gamay ra
akong grado unya masuko sila…ana. Basin masayop ko sa akong pagtudlo
makataw-an ko.”)

Cry: One of my fears before I came in to DepEd was to not get along with my fellow
teachers, especially in my subject group.I also had fear that what if I could not
organize things as expected of me given the fact that a lot of forms to compile and
submit there might be consequences
Question No. 3 What was the biggest change since then? What influenced this
change?

Blake: The biggest change was that I can manage more my time. My co-teachers influenced
me on how to do things and how to manage my time through their experiences.
My co-teachers share their experiences especially on how to deal with the students having a
poor performance in school, especially those students that will just go to school during
exams. They taught me that I should not put higher expectations to students especially to
TVL or other strands.
Chesire: Observations and a lot of asking from experienced teachers helped me deal
with students who have different strengths and behaviors. It’s still a challenge to talk in front
a crowd, but I’ve learned how to manage my nervousness by preparing my lesson way
ahead of time and jotting down notes on what I should say in the class. I’ve also learned how
to devise classroom learning strategies appropriate for my students.

Chuy: I had able to cope up and slowly learn the ways and strategies of teaching. It’s the
eager and hopes of the students that’s lead me to do better. Also, many of my co-teachers
are there for me who gave me some advices and strategies that I had able to apply.

Mar: I tried to focus in providing quality education to my students by being dedicated in my

assigned subject. I asked some advices from my co-teachers on how to cope up with
difficulties that I encountered with my assigned subject.

Nino: Recently, I have been more confident in teaching students and more creative in
applying teaching strategies. There is also a noticeable progress in my classroom
management skills. All of these developments were made possible because of the help of
my fellow teachers. There was one instance where I struggled to manage some students in
cleaning the classroom, but, there was a colleague who gave me some advice on how to
handle students.

Papii: I was able to cope up with challenges thanks to the support of my co-teachers from
my department.

AJ7: With the help of our subject head, colleagues in the Science group and even teachers
from the other group, I gradually adapted to my new environment. Through their guidance, I
have able to know the different tasks of an adviser since when I enter VNHS, the principal
immediately gave me an advisory to handle. Right now, I learn a lot of techniques and I’m
determined to fulfill all my duties and responsibilities. A big thanks to my co-teachers for
sharing their knowledge and experiences which made me realize that I am a fortunate one.
Also, a huge thanks to the DepEd Valencia officials for conducting a lot of seminars for
teachers, and specially to my beloved partner for giving me brilliant ideas and advises that
made my job more manageable.
Rena: I’m glad I now started to embrace and understand the work environment I am having
right now. What influenced me is my motivation to do my job well, to learn more, and to
share what’s best. I eventually changed my perceptions on the workplace. I tried to observe,
search the internet so things will be easier. I am not so much scared to ask other teachers or
my co-owner of the room. But it took me many many months to get adjusted.

Dokot: The biggest change in my two years of teaching in the department is the mentality
and my perception as an educator. That I cannot be an idealist at all times to let the students
obey, instead a teacher must gain their respect for them to obey. I realized that being a
teacher in the department is a mission and a special task given by our almighty for the future
of the country. My students made me feel fulfilled every time I see my them learning and
building their dreams. For me, I could not ask for more, than to see my students in the near
future as a successful individual that will contribute for the benefit our society.

Dabz: I get used to it but until this time I still have many things to learn. I just follow what
others do.

(Aw…naanad ra man kadugayan pero until this time I still have to learn many things.
“Sunod-sunod lang ko kung unsay gabuhaton sa uban.”

Jepoi: Through the help of my colleagues in the department, it changed a lot about
my perception of teaching. Through proper guidance, support, and shared
experience, I am able to deal with my fears in teaching. Although there are some
things that I need to improve about my teaching strategies, I know that all these
things will improve with the help of my supportive colleagues, who are always ready
to share their knowledge and expertise on the matter.

Rodz: Since then it is important to note that many of your fears can be alleviated with proper
training, support, and experience. Your colleagues can play a vital role in helping you to
improve your teaching skills by sharing knowledge and expertise with one another, offering
advice and guidance on effective teaching strategies, classroom management techniques,
and assessment methods. With shared experiences and continuous learning, new teachers
can become more confident and successful in their roles.

Vince: Right now, I learn a lot of techniques and determined to fulfill all my duties and
responsibilities. A big thanks to my co-teachers for sharing their knowledge and experiences
which made me realize that I am a fortunate one. Also, a huge thanks to the DepEd Valencia
officials for conducting a lot of seminars for teachers, and specially to my beloved partner for
giving me brilliant ideas and advises that made my job more manageable.

Cry: -Through the department, I was able to develop my sense of professionalism in

terms of my teaching strategies, my relationship with my fellow teachers, and my
communication with my students. I grew with my fellow teachers in the department
with series of professional learning circles, and seminars. This also is possible
because I am determined within myself to improve in all aspects of my career to
better serve my learners and everyone who surrounds me.
Question No. 4 What were the challenges you have encountered in the classroom,
and in the workplace? Cite at least two experiences.

Blake: Classroom management and time management were the two challenges that
I’ve encountered in the classroom and in workplace.

Please elaborate on how classroom management and time management

were a challenge.

On classroom management, being a novice teacher, I struggled in handling students

with behavioral problems. For instance, sleeping in the class and going outside the
classroom to buy their breakfast. In addition, I was challenged on how to let them
bring their own garbage home.

On Time management- with regards to time management I struggled sometimes to

finish my estimated lesson to finish on that certain period especially on mathematics.
Students after pandemic have difficulty in answering even simple mathematical
problems.

Chesire: The absence of essential amenities like water and bathrooms, as well as
the disrespect I occasionally encounter from some TVL strand students. I had my
class in the fourth floor. I have to go down four levels to pee. I had health issues like I
need to pee now and then. It was hard for me.
Was there no comfort room in the fourth floor?
There is a CR, but…there is no water. It is locked. Hasol kayo saka-kanaug.

Please share an experience when you felt you were disrespected.

I'm not sure whether it was just my view that I perceived it as a disrespect
rather than a joke, but it feels like one when you're in the middle of a class and a
student asks you how old you are and if you're still single since he was. Things like
that.
Chuy: The challenges that I had encountered in the classroom was those few
students that are not well mannered. Those students are just entering the room
without even saying any greetings to the teacher in front of their classmates, those
students who are shouting even if the teacher is delivering the lesson and also
saying bad words loudly. Some students also don’t pass the requirements of the
subjects and how I did not know how to handle them. I wanted to be angry but what
if it is not proper. I had no particular issue on my workplace. I like it here.

Rodz: It was during pandemic when we adopted the Modular Distance Learning for
our learners. Some of the major challenges in modular distance learning include
Lack of interaction technology issues, limited resources and assessments and
evaluation. Also, in our workplace, you need to adjust to remote work.
Mar: I find it difficult to manage students with different personalities and adapt to the
new working environment. I have a hard time mastering certain teaching strategy. I
encountered these difficulties during the first few weeks of my teaching career. I was
helpless. I slept late.
Nino: The biggest struggle for me then was managing some unruly students in the
classroom who refused to follow simple instructions such as keeping silent and
cleaning the classroom.
Papii: The different attitude and characters of students. I cannot understand them
most of the time maybe because I use to be in a controlled environment where I
worked before. I worked in a hotel overseas.

Aj7: First, one of the most challenging part that I have encountered in the classroom
was dealing with the student’s behavior. There were students who lack interest in the
class. No matter how the teacher thoroughly discussed the topic or deliver the topic
with varied teaching strategies, there are still students who will just sleep in any
corner of the classroom or some of them will not listen to the teacher during
discussion because they have their own agenda. In addition, student nowadays
lacks self-discipline and good manners. There are some students who lack respect
to their teachers. Second, aside from teaching, there are a lot of paper works for
teachers to do that is supposedly not part of their job because it’s an admin work.
Also, teachers have a lot of role or functions in the school like coordinatorship which
could be an additional job for them to perform. Third, the school lacks proper funding
support to teachers in order to successfully work out many teaching strategies.
Compared to other big schools, teachers are given with enough school supplies like
bondpapers, inks, etc. Here, the supplies are very limited in which, for a ream of
bondpaper, 2 teachers will shared equally the said material. Lastly, the school lacks
competent leaders to help, guide and support their subordinate teachers in school
and the same time to effectively address the issues, concern and needs of the
students that are beyond the teachers’ capabilities to care of.

Vinz: In the classroom, I encountered students do cutting classes and many

absences. Also in the classroom, students are very noisy despite of their age. I have
no issues in the workplace. We all work professionally.
Rena: It was modular instruction, modules in the Senior High are on limited copies,
and there is a very limited supplies like bond paper sometimes riso is worn out,
Giunsa ko mn to…aahh we opted to kaning…we send pdf copies to students (kato ra
gyung nag need ug hard copies ang gtagaan katong walay internet) We give copies
only to those without internet. Talking to my colleagues was a relief because they
suggested what to do. We talk about how things can be done. We share how we do
things in the classroom.
When we changed to the limited face-to-face, the challenges I have encountered are
classroom management because I’m not used to imposing rules and regulations.
Also, lesson planning and class observation are great challenges for me.

During the early part of the limited face to face, some of the students come to school
late others are tired (kapuyan) their attendance to school was on and off. What I did
is, I gave points to early comers to entice the others to come early. I base it on the
experience of other teachers that worked . I followed them. The students who came
late, I let them clean the room.

(During the early part of the limited face to face, some of the students
come to school late others are tired (kapuyan) nga on and off ang klase dili
kaayo sila mag-school. What I did is, I give points to early comers to entice
ang uban nga magcome early. Base sa experiences nga nagwork sa ubang
teachers, so akong giawat Ang ma-late nga students to clean the room)

(New gyud ng lesson planning sa akoa, unsay ibutang, the format unsa
pagpasunod. Naglabad akong ulo. What I did is i opened to my colleagues,
they give me different formats of the lesson plans. Good thing nag ingon
among subject head nga 4As. Nagbrowse ko sa youtube, mas nakahelp pud
si youtube so medyo naka adjust adjust ra.)

Lesson planning was really new to me. I don’t know what to write into it, the format,
the sequencing of activities. I had a headache. What I did is I opened to my
colleagues. They give me different formats of the lesson plans. It was a good thing
that our subject head gave me different formats of the lesson plans. She
recommended 4As as a model. I browsed on You Tube about it. You Tube really
helped so I was able to adjust.

Dokot: There were countless challenges I faced in the classroom. One time, my
pregnant student asked me if I could excuse her because she will breast fed her 8
months old baby in the classroom, I could feel that she really wanted to attend the
class but there were no room for breast feeding in the computer laboratory I am a
man and she’s a woman…(giggles and laughs) basig lain…So I decided to call her
mother and ask if she could help her daughter. I am a man and she’s a woman…
(giggles and laughs) A few minutes her mother arrived, and they went home after
that she returned to our class. Second time, When I was having a lesson, one of the
student came late for 2 hours. I really don’t like my students to be late in coming to
school as part of discipline. I’m afraid that I could offend that student if I will say
something harsh, so I decided to ask him politely what happened, but he didn’t
answer. After the class I called him in my office and talked to him. I felt better after
his story.

In the workplace, everybody is civil. We just meet, say hi and continue with our daily
activities. The double shifting would cause us to do what we ought to do and go
home afterwards because there is nowhere to stay. There are not even enough
classrooms in school.
Dabz: - It was modular instruction at first and then I taught a subject which I do not
specialize in the actual limited face to face classes. It was very noisy. The student
were noisy. I just told my students that we will not understand each other if the room
is noisy. I have no problem with my colleagues. We just do our own thing. I won
friends eventually. We share experiences and I learned a few things. I have no
problem with my colleagues. We just do our own thing. I won friends eventually. We
share experiences and I learned a few things.

(Modular ang instruction, I was teaching a subject nga dili nako

specialization sa actual nga limited face to face. saba kaayo, ako ra
giistryahan pirmi nga dili mi magkasinabot kung saba mi sa room.

Kinsay ngsaba?
“Ang mga estudyante”

Akong mga kauban, Okay ra man ang mga kauban wala may
pakialamanay. Nakaamigo ra man pud nadugay. We share experiences
and nakatuon rapud ginagmay.)

Jepoi: One of my biggest challenges in the classroom was during my first year of
service when I was a class adviser. It happened that my section had the most
pregnant students, and some of them decided to just quit getting to school because
of their situation, but as a class adviser, we needed to find ways for them to continue
no matter what happened. There are times that I travel a lot just to bring them their
modules. I also have a pregnant student who always attempts to just end her life
because of the situation. These experiences really taught me what being a teacher
and a public servant are all about. Second, during the pandemic, I realized how most
students experienced difficulties in their studies during this period. The lack of
technology and limited resources make us difficult to interact with.

Cry: I was challenged by students being unruly. I cannot concentrate with my work
when they tease each other and sometime lost control. They will delay instructions.
They will do stuff like they have not yet detached for childish plays.
Another is the home visitation thing. Motivating students who are not inspired to go
to school anymore to come back is not easy. Sometimes you cannot find them at
home, sometime there are stray dogs along their home, and I have to budget for
fare going to their places.
Question No. 5. What enabled you to go through those challenges?

Blake: Through observation and asking my co-teachers about the idea on how to
handle things had enabled me to go through those challenges.

What do you mean by “through observation”? Who did you observe?

During my vacant time, I was passing by the other room and observe those teachers
who are well experienced in teaching. I observed how are they going to start their
class. I asked my co-teacher about the idea on how to handle things for example
handling advisory class, computing grades, and classroom management.

Chesire: I’m not sure whether there is a choice between overcoming such obstacles
and avoiding them; all I was told was, that whether you are ready for it or not, you
must deal with it and make the most of your circumstances. And I’m actually doing
that right now.

The challenges you mentioned earlier were, talking in front of a crowd,

managing 50-60 learners in a room, students who have different strengths
and behavior, absence of amenities, and disrespect. How did you deal with
each of these?
I was able to manage the students because I learned how to balance
friendliness and firmness. Setting limits so that students do not walk all over me
while remaining pleasant enough for them to approach me if they have problems.
That is what I believe I earned their respect. So if I say something, I will undoubtedly
do it.
The dread of speaking in front of a crowd remains, and I thought it will never go
away, but when I was talking with my students, it wasn't as difficult because…. when
you do something every day, it becomes a pattern, a routine. And their features grew
so familiar to me that talking to them became a part of my daily routine.
I don’t like to see my life as a teacher as simply as surviving. I like to thrive and
be fruitful because whether I like it or not, I could never take back this time of my life.
I think that mindset was what helped me go through those challenges.

Chuy: To be honest, until now I am still struggling with it but much better than those
days when I started teaching. Now I can manage the attitude of the students and I
had also managed and find ways to be able to align myself with these challenges by
simple knowing the problems of this students, also, I do talk to them in private asking
them if they are okay and ask them to do better in their studies.
Rodz: Because of those challenges in implementing the Modular Distance Learning,
I learned how to embrace flexibility, build strong relationships, utilize technology
effectively, to be proactive and organized, and to seek support and collaboration to
my co-teachers and administrators are the key factors why I was able to go through
those challenges.
Mar: It is still an ongoing process, being grateful for this job, focusing on the brighter
side of life and appreciating the good things that this job has given me especially in
my professional development. I asked some advices from my co-teachers on how to
cope up with difficulties that I encountered with my assigned subject.
Nino: With the help of my fellow educators, I managed to pull through the typical
classroom management struggles. A few of the people who gave some advice in
managing students are my fellow teachers in the Science department. I frequently
ask them how they handle certain scenarios such as a student raising his voice or a
student sleeping in class. Needless to say, there are teachers who are willing to
extend their help.

Papii: With the help of my co-teachers from my department. They give me advice as
to what to do and how to handle difficult situations.
Aj7: I restructured my lesson and look for more interactive teaching strategy. On the
other hand, some of the aforementioned challenges were not addressed until this
time such as the lot of paper works, lack of proper funding support and incompetent
leaders.

Vinz: The reason which enabled me to go through with those challenges are my self-
determination, passion in educating students, and the love of the people around me.
I learned and discovered things on my own, from internet and from asking the
teachers around who are like me groping for more.
Rena: By constantly learning how to deal with and manage the learners’ different
attitudes. I ask for help from my colleague about making lesson plans. I listened to
teachers having classes and those I like, I would try to do in my class. Good thing we
have a co-teacher who has various (kay naa mi kaubn daghan syag ) format of the
(sa) lesson plan I was able to see how it is done.

Dokot: Professionalism, not just a teacher but a mentor as well. Observing others,
asking friends when there as available, sharing practices. Good thing there is a LAC
session to help us meet and discuss academic difficulties, it made me understand
this work better.
Jepoi: With the help of my co-teachers, I was able to handle the situation during that
time by following their advice. This made me realize that we really need to always
listen to our learners and give them consideration because we really don’t know what
situation they are in. During the pandemic, as teachers, we need to adapt to new
technology and teaching methods to accommodate a remote learning environment.
Using online resources and technology, we keep students engaged and connected.
Cry: - I have overcome the challenges I have encountered in the classroom and in
the workplace as a whole by admitting that I do not know everything and I need my
colleagues to help me out. When it comes to my challenges in the classroom, I was
able to cope up with it by understanding first each of my students in that way, I could
be able to adjust my strategies base on their needs.

Dabz: Myself because I’m responsible of it because I’m the second parent of my
learners. I also get help from other teachers. I listen to their stories. I observe
them. I follow. I ask my wife because she is a teacher too.

Question No. 6. What strategies, resources, or support do you need to deal with
those challenges?

Blake: I just needed examples at that time. By just doing an observation to my co-
teachers who are well experienced in teaching and by using their strategies.

Chesire: A fund is required to cover the costs of basic necessities, and it would be
preferable to discipline kids effectively. The institution should have tasked some non-
teaching staff with ensuring that the rules and regulations were strictly followed. Like
coming to school anytime they like even if it is very late.

What are these basic necessities, may I know?

My advisory classroom is located on the fourth floor of the PAGCOR Building

and water does not run here. Although there are water tanks, they are most of time
not functional. Comfort rooms are locked because if there’s no water then how can
the students use them? So, we have to go four floors down just to go to the CR and
relieve ourselves.

What is your proposal on how the kids can be disciplined effectively?

The students are old enough to have accountability on their actions. But they
would not be able to learn that if the school continues to bend their rules just to
accommodate those students anytime.

Who are the non-teaching staff you are referring to?

This may sound so idealistic but there should enough security personnel roving
inside the school to ensure the safety of the kids and on the gates to keep watch on
the comings and goings of the students, especially during the morning shift.
Sometimes there’s no one who guards on the north gate. Aside from that there
should also be disciplinarians for both men and women. Someone whose only job is
to see to it that the students are following the rules written on the student’s handbook
(if there’s any) and give proper disciplinary actions to those who don’t.

What do you think should the non-teaching staff should do to ensure that rules
and regulations will be strictly followed?

Fear is one of the things that would make someone do or not do anything.
How to instill that fear in their minds is one thing, and how to maintain that fear is
another. But consistency binds those two things together. Teaching staff should, at all
times, walk their talk. But before all that, the school should maybe introduce first the
student’s handbook to all the students and parents every year during the GPTA
meeting for them to be aware of the dos and don’ts of the school because I think
discipline always starts at home and honed at school.

Chuy: The teachers need specifically the support and cooperation of the students,
together with their parents. For me, even if you used the most effective strategies
that you may gain and learned but still the students haven’t improved or changes its
still useless. The teachers and faculty should train the students to respectful even if
outside the classroom, I think GMRC should be implemented and apply even in
senior high school.

Rodz: Teachers need access to professional development and training, technology

and infrastructure, curriculum and instructional materials, emotional and mental
health support, collaboration and professional learning communities, and supportive
school and district leadership to effectively deal with the challenges of teaching
during the pandemic.
Mar: I think teachers needs several trainings that will focus on enhancing our
competence in each corresponding fields.

“corresponding fields” such as?

Trainings that will improve Teachers competency especially those handling applied
subjects, core subjects, and specialized subjects

Nino: One of my strategies in order to deal with these problematic scenarios is to

assert confidence as a teacher. By keeping the students in check, they will remain
levelheaded instead of being boastful and rude. In my class, the most obvious
problem for this is the overcrowding of students. I think students deserve a
classroom that is conducive to learning.

My observation why many students are quite rude and boastful is because of their
family background. I have talked to some of my advisees and some of them are
struggling to make ends meet and their parents are not that supportive. I feel bad for
some of the students because at such a young age, a few of them are already
working to provide for themselves. This issue is hard to resolve because this should
be addressed within their families first. My suggestion to minimize such behavior is
to reduce class size and to increase the number of classrooms. I usually observe
that many students are uncomfortable inside the classroom because it is not a
conducive learning environment. There is a lack of facilities such as chairs. Apart
from that, our room is stuffed with equipment and tools such as helmets, wires,
tubes, etc. This uncomfortable feeling results to students getting irritated. The school
heads should reassess the slots for the TVL strand because the issue of large class
sizes is evident.

Papii: Training and seminar to enhance skills in teaching.

Cry: I believe it is crucial for a new teacher like us to have a teacher buddy who can
serve as a mentor and provide direction in the unfamiliar setting they are in. A
teacher's mental health must also be improved in order for them to perform their
duties and responsibilities effectively, so training or mentoring is also essential.
Aj7: Well, I understand that in DEPEd, there are a lot of paperworks to do but I do
hope that the department would oversee and address this problem as soon as
possible so that teachers could focus to teaching alone. Additionally, I do hope that
the school could provide proper funding support to teachers because teachers are
the real fighters of the battle inside the classroom. Any data, information and
documents needed by the school heads for their reports and/or even for their
promotion, the supplies are all coming from the teachers. Moreover, the school
leaders should be competent enough to perform their specific functions and tasks.
They should oversee the welfare of their subordinate teachers and address
effectively and efficiently the issues and concerns of both the teachers and students
in school. If they cannot do it, then maybe it’s time to look for a change.

Vinz: Teachers need additional funds for trainings and seminars to strengthen their
skills and develop new alternative strategies.

Rena: I guess what I needed as a newly hired teacher is more orientation on how to
make lesson plans especially that we are not education graduates “ labi na kay dili
mi kasagara education”, capacity-building seminars, and training on principles of
teaching, teaching strategies. Everytime someone gets near the classroom, my heart
palpitates afraid that they will hear me teaching. I was afraid if I hear class
observations by the principal because I might not deliver the lesson properly
especially my classroom management.

Kada naay mupaduol sa klase kay makulbaan ko kay mahadlok ko

madunggan ko nga magtudlo.Hadlok kay kung mkadunog nga obserbahan ko
sa principal kay basin dili mammao akong pagdeliver sa lesson labi na sa
classroom management.

Dokot: I think one of the things I needed back then was someone to provide… and
… who can share about classroom management, and a listener to the needs of the
new teachers

Jepoi: I believe it is crucial for a new teacher like us to have a teacher buddy who
can serve as a mentor and provide direction in the unfamiliar setting they are in. A
teacher's mental health must also be improved in order for them to perform their
duties and responsibilities effectively, so professional development and training are
essential.

Dabz: I need the help of other teachers, or my school head. It would have been nice
if they visit me…us..and asked us or provide us our needs…like protection from the
rain hahaha…..I did not ask my school head because I was ashamed.

(I need the help of other teachers, or my school head. Maayo untag

mangutana mangutana pud sila usahay sa akoa, sa amoa and provide
us with materials, with protection….from the rain…hahaha

Have you tried asking or telling your school head your problems?

Wala ma’am uy kay maulaw ko.)

Mar: I think teachers needs several trainings that will focus on enhancing our
teaching competence in each corresponding fields or subjects.
Question No. 7 Do you feel that the Teacher Induction Program improved your
performance? Please elaborate how.

Blake: Yes. The TIP really helped me to understand about the Philippine Standards
for Teachers as the New Framework for Teacher Quality and Teacher Development.
Through this TIP I learned some strategies and approaches on how to deal with my
learners.
On “some strategies”, please cite one or two of these strategies during the TIP

We were told during the TIP to “work out your goals, value your time, break task
down into manageable steps, and plan ahead”. That line stayed in my mind and
guided me.

Chesire: The program helped me understand more about the teaching profession. It
made me see the holistic view of teaching. But more importantly, it gave me more
ideas on how to better teach the learners – they call the process the ‘pedagogy’ of
teaching. Base on my actual experience, the transferring of information from the
teacher to the learner should be based on the multiple intelligence of the learner and
not based on how the teacher want it to be. The program gave me a better
understanding on the process to make my teaching strategies work from what I
heard in the TIP to the class. Although I feel still not adequate.

Chuy: Yes, the Teacher Induction Program had able to help us in many things
especially the important things as a teacher and the things that we need to know like
about the course book and the others matters concerning about teaching and how
lucky I am that I was assigned her at VNHS.

Rodz: Yes, TIP is important because it improves the teacher retention rates, it helps
you to improve the outcomes of your students, it can provide ongoing professional
development, and helps you to ensure consistency and quality in your teaching
profession.
How does TIP “improve the teacher retention rates”.
Research has shown that new teachers are more likely to leave the profession in the
first few years of their career due to a variety of factors, such as lack of support,
overwhelming workload, and feeling unprepared for the demands of the job. TIP can
address these issues by providing new teachers with the support and guidance they
need to navigate the challenges of their new role.

Mar: Yes, in a way it provides motivation to teachers and gives an opportunity to

learn relevant strategies.

Nino: The TIP did not significantly improve my performance but I still gathered a lot
of meaningful insights regarding career progression as a teacher.

Papii: Yes, it help me to understand the how things are done in the department of
education considering that I am not an education graduate.
Jepoi: Yes, Teacher induction programs are designed to support and mentor new
teachers like us as we begin in our careers. These programs help us in our
professional development by providing coaching and mentoring, as well as
opportunities for us new teachers to collaborate with experienced colleagues.
Can you share the experience the first time you were coached? Who were
your
coaches and mentors then?

I did not know how high school teachers do in school and sometime I got
confused in procedures but my co-teachers would say it’s okay. They show me the
hows and everything turns fine.

Aj7: Yes I think so, because during our TIP orientation for newly hired teachers last
March 22, 2023, the supervisors discussed to us on what the program is all about,
what are the possible benefits from it, what are the different activities of the TIP and
the completion of the TIP course book. Through the program, I have able to know
what are the ways to create a positive classroom environment for students, keep
students on their tasks and new teaching strategies that might be applied inside the
classroom. Moreover, one of the public school district supervisor who talked during
program provided as a background on what RPMS is all about especially on its
different domains.

Vinz; Yes, TIP have greatly influenced and improved my teaching performance. In a
way that I can now handle students shortcomings.

Rena: Yes. It somehow guides me in disposing of my duties and responsibilities in

the school. It somehow helps me understand the school, the teaching and learning
practices and the DepEd system as a whole.

Dokot: Yes, Teacher Induction program is a huge help specially for the teachers like
me who are new to the Department. We were taught to act accordingly based on the
needs of the learners. To respond immediately in any given situation inside the
learning environment. To act as the facilitator of learning in a diverse atmosphere of
different personality and to provide adequate pedagogy in the learning process.
Dabs: Yes, TIP teach and showed us how to handle learners with different multiple
intelligences and TIP also teach us what are those best strategies applied in our
classroom activities. I had TIP twice,1 for beginning teachers, second kay
coursebook. Coursebook, pero electronic wala pa nko na access until now (smiled).

Question No. 8 What would you like to change in the Teacher Induction Program?

Blake: So far based on my experience, I don’t think that there should be things that I
would like to change in Teacher Induction Program but rather to enhance or add
some activities that the teachers may learn like how to improve their teaching
strategies.

Chesire: The program was a success but I would like it more if the organizer of such
program would include a portion wherein teachers would share their success stories.
Stories from their experience and what they did to rise above their struggles (if they
have any).
Who are these teachers you would want to share success stories?

Teachers who are ahead of us, very good teachers who have been successful
in teaching and managing behavior problems. That way, a newcomer like me can
paint a picture of the classroom and how things happen… maybe visuals…or
recorded classes…I don’t know…whatever.

Chuy: None, the program was successful and very helpful and just on time where I
needed it the most.
Rodz: Most TIPs focus on providing new teachers with support in areas such as
classroom management, lesson planning, instructional strategies, assessment and
evaluation, and communication with students, families, and colleagues. However, as
Senior High School teacher, we are also in need to engaged in skill-based training
program to enhance and develop our skills in teaching specialized subjects. TIP can
be improved by incorporating more hands-on training, using technology to enhance
training, providing ongoing support, and fostering a culture of innovation. These
changes can help new teachers to develop the skills and knowledge they need to be
effective educators in today's educational landscape. As you can see, we need to
shift from time to time from face to face to online to modular classes. We must be
skilled in technology.
Mar: Yes…in a way… it relieves some anxieties since it provides idea and motivation
to teachers.
Nino: It could have been better if we heard Tatay JD speak. Unfortunately, he was
not around during the last day of the TIP. I would love to hear his experiences as a
teacher since he leads the Division of Valencia City as of today.

Papii: The course book that need to accomplished by the newly hired teacher,
though it will help, its just that with the load that was given to newly hired teacher it
seems that it is additional burden. When we depart from the house it’s too early, we
need to rise up early, travel and should be in school before 5:30 in the morning.
When the class is done, I already feel tired I cannot read the course book anymore.
Besides I have to print the thick book myself.

Jepoi: Teacher induction programs can be an important component of supporting

and retaining new teachers, which can ultimately improve the quality of education
that students receive. If there is one thing that I can suggest, besides, TIP it could be
very helpful for specialized teachers to have training based on their specialization, as
it will improve our skills to cope with the new trend in today's modern world. If the
teachers will have this kind of training, it will be very beneficial not only for the
teachers but also for all the learners, as this knowledge will be transmitted.

Aj7: Maybe, eliminate the self-paced coursebook as part of the TIP because though I
understood its purpose which is to provide assistance for newly hired teachers but I
think it will add another burden to teachers aside from the administrative works and
other functions in school. I do hope that time will come, teachers should only be
focused to teaching and no more admin works.
Vinz: I think the TIP should range from 3 or more ample of days, because it enables
the teachers to be equipped with the necessary skills and knowledge that will be very
beneficial in teaching students. One day is not enough, everything are overviews and
no hands-on activities like producing one lesson plan, discussing issues in the class
and how they were solves so listener like me can think about it when already in the
classroom.
Rena: It would be better to include in the TIP the assurance that it’s alright if we
cannot deliver teaching our best at the start because those who will be observing will
teach us to make things right. Our fear drowns us.
Mas maayo gyud nga apil sa TIP ang assurance nga okay ra gyud diay ug dili
ta maayo drtso sa pagtudlo kay ang mag observe magtudlo ra mn diay ug
unsaon para mainsakto. Ang kahadlok ra man diay to ang gapasulabi.
Dokot: Teacher Induction program is a perfect activity for new teachers since it was
implemented by the department with all-in research and information gathering that
will supplement the need of the new teachers in the department. The only thing that I
want to suggest is Teacher Induction Program must be conducted before the
deployment of the newly hired teachers for them to have the idea and to fully
understand their role as an educator. I was already four months at work when I had
the TIP.
Dabz: More days ma’am like strategies were just slight presentations only. “Mas
mayo gyud tong makita giunsa ma’am like video or tinuod nga teacher ba”. It would
be better if we were shown how those strategies are actually done like video
presentation or demonstration teaching.
Cry: It should have started with a get together with some other fellow novice
teachers in the field before getting into the battle and dig in to more technical
introduction of work responsibilities. After which, the TIP should include more on
seminar- workshops, and trainings that would equip us more knowledge, strategies,
skills, and principles

Question No. 9 What do you think was not covered in the Teaching Induction
Program?

Blake: In TIP, making a good lesson plan and other tasks like Learner Information
System (LIS) was not covered or not being covered during the Teaching Induction
Program.

Chesire: I’ve learned a lot from the program and from the speakers that I do not
have any idea if I missed something from it or if there should be anything to be
included in the program.

Chuy: For me as part of the DOST Scholar and just rendering my return of service
and not an education graduate, I don’t have any idea of what else should be included
in the program and not.
Rods: For me the hands-on and practical training in teaching specialized subjects as
well as the use of modern technology to enhance training for teachers was not
covered in the Teaching Induction Program
Mar: Providing us the needed materials to finish the program such as the required
course books. The course book was quite thick and we have to print it from our own
pockets.
Nino: I think most of the topics were covered and the speakers were very
entertaining as well as informative.

Papii: none

Aj7: None.
Vinz: None
Rena: TIP was holistically designed for beginning teachers, so I guess everything
that a new teacher needed is already in it. Mas tsada lang kung gipkita mi ug visuals
on how a classroom in senior high school is like para makapanukad unta mi. Mas
klaro pa unta kung unsay among rights when we discipline the learners. We were not
also taught how to fill up forms needed in the LIS. Ako I personally did not
understand LIS and why I have to comply right away.
Dokot: I think the Magna Carta for Public School teachers was not clearly
emphasized during the activity. I thought it is important because teachers will know
also their rights and privileges but it was not mentioned.
Dabz: None. The truth, Ma’am is, my knowledge on what should be delivered in the
TIP is inadequate.
None. Kay sa tinuod lang ma’am di man kayo ko kabalo kung unsa gyud ang
dapat naa sa sulod sa TIP.
Rena: TIP was holistically designed for beginning teachers, so I guess everything
that a new teacher needed is already in it.
Jepoi: I think one of the important things that was not covered in the TIP is
technology integration. In today's digital age, it's important for us teachers to be
proficient in using technology to enhance student learning. However, some induction
programs may not provide enough training in this area. Training and seminars in
each specialized subject are also needed to keep us specialized teachers updated
on the latest trends based on our specialization.
Ang Technology integration sa programming na among ginatudlo dali ra ma-
obsolete. daghan na kaayo ang language… like naa nay robotics sa Junior High
School, unya walay continuity sa SHS. So we need to be updated.

Question No. 10. At the school level, what were the activities during your first day?
(Was there a Teacher Induction Program? If yes, What do you propose to improve
the program?)

Blake: I think they should have an activity/discussion about the task that the teachers
are doing aside from their teaching. We needed it on the first day.

Chesire: The school could give the newly hired teachers trainings and seminars. It
could be done by anyone who was in service for longer than five years. It’s just to
give ideas to the newbies on how to tackle any kinds of situation and how best to
resolve it.

Chuy: I just went to the Office of the Principal and reported to the Asst. Principal to
get my load. None so far.

Rodz: For me the school need to incorporate more hands-on and practical training
as well as the use technology to enhance training for teachers. For example, TIP can
make use of virtual reality simulations and online courses to provide new teachers
with an immersive learning experience. Our school also can coordinate with our
stakeholders, such as private sector companies and non-governmental organizations
because there may be missed opportunities for partnerships that could provide
additional resources and expertise in providing skill-based and technological training
to teachers.
Mar: There was no activity. Casual. The principal received my advise order then off I
went to the Senior High School and started my day. I was logged to the biometrics.
Through dedication, I eventually learn to embrace teaching. Master Teachers and
School Heads should initiate mentoring program for newly hired teachers.
Nino: There was no activity aside from classes are going on.

Papii: I proposed a close mentoring and support from head teachers at least during
the first year service of newly hired teachers.
Whom do you propose will be the mentors for newly hired teachers?
Master teacher, Department/Subject Heads.
Jepoi:
Giintroduce sa…about procedures sa school, unsay i-comply every month.
Nagbiometrics.

Vinz: Allocate additional budget for teachers seminars and trainings. Maybe the
content will be about student counselling, and student management.

Rena: Rena: Giwelcome mi sa principals office, Giendorse me kay mam Cherry

Grace who gave.Brief orientation asa among department, giintroduce gamay sa mga
staff ug sa dept. head unya adto na dayon sa classroom kay walay gahandle sa ila.
Wala pa koy lesson prepared that day so I checked the attendance, and chika chika
lang sa mga students.
Ang mga forms kay gitudlo na lang sa mga kauban later. It would be nice of
somebody taught us where is the CR, what we need to do everyday, asa mag time-
in, kinsay adtuan kung nay pangutana, kinsay mag teach if we don’t know what to
do. kanang murag referral ba… kay bag-o pa man gud mi. Nice pud naay tigsulti
unsay daily routine because me, I just learned things by following others who are
ahead of me.

Dokot: Was there a Teacher Induction Program? what do you propose to improve the
program?
I reported to the Principals office first, He signed my advice order and he said “ you
go to the Senior High School building and look for Dr. Euldan. You can visit your
class today”. I looked at him with secret fears, him being my boss from now. Then I
head to the senior high. I did not know where it is so I asked more than one student
along the way.

When I see Dr. Euldan, she smiled and handed me my workload. She said I can be
with my students so went around and looked for my section up the building and
entered the room. I started looking for learning materials after the meet and greet
with the students, but it was difficult to find one. I was ashamed to ask so I just surf
for anything in the internet.

I want to propose online data bank in school for the curriculum of TVL Strands,
where in all learning materials in the different field of TVL will be stored in cloud
environment and all the teachers with their respective specialization can access
those learning materials.
Part of the TIP maybe a guidebook for new teachers which they will read on the first
day. It must have the school map, procedures, directories of mentors or forms to be
accomplished.

Dabz: I reported to the principal, there was a main principal. He sent me to the Asst.
Principal in the Senior High School. The SHS principal asked me to enter the office. I
was given list of learners and advisory. I was given a soft copy of the MELCS and I
stayed in a room where there were teachers because it was pandemic we had our
masks on. And we just say hi and hello and started our work. I did not know what to
do, I just waited for students who will return or (magkuha) get their modules and list
them

Aj7: I showed my advice order to the principal. He looked scary when he looked at
me. He directed me to the Senior High School Asst Principal. I was given my
teaching load and the next day I was already teaching. I think school heads and
master teachers should also undergo training or seminar in order for them to be
aware with the different activities of the TIP and for them to be oriented with their
responsibilities and functions as mentor to the mentee.

Cry: There should be a program approved by the administrator for mentoring and
follow up assistance for the newly hired teachers by those experienced teacher
Appendix E. List of Codes and Significant Statement using Atlas.ti

Novice Senior High School Teachers

Cluster 1

Codes:

Adaptation and resilience: Adjustment

Challenges: Workload, Academic Achievement, Communication Issues 

Personal Issues: Self-doubt, Uncertainty 

Teaching experience: inadequate teaching preparation

Content:

Blake: I was surprised about the teaching load, the schedule of classes, and adjustment in teaching because
of the adjustment to the learning of the learners due to the modular which make it difficult for them to
understand the lessons. I was expecting that the start of the class is 7:00 am in the morning but it was 5:30
am. First, having a schedule for set A and set B and having poor internet access for the students. I have to
prepare different activities for set A learners and another for Set B. I spent several hours at night preparing
activities that I slept only a little. Poor internet signal caused communication issues. They (learners) were
not able to get my instructions that they will keep saying what is it sir? The act of teaching is not really that
foreign to me since I worked as a part-time tutor for some of my neighbors’ children, but I wasn’t prepared
to the paperwork of a teacher, especially an adviser, was expected to do. On top of that, the learners’
behavior as well as their academic achievement was also surprising in a bad way. They seem to just care
less about their academic progress. I did not know how to handle things well.
Cluster 2
Codes:
Learning Environment: Discomfort

Emotional Issues: Anxiety, Feeling like an outsider

Content:

Chesire: The first section I entered was a TVL-IA strand, and the students were roughly 60-65, so it was
really crowded, uncomfortable, and hot. There were more males than females, and most, if not all, are as
rowdy as grade schoolers. It was understandable given that it was also their first day of school after a two-
year homeschooling due to COVID. Because I wasn't wearing a uniform or an ID, they assumed I was one
of their classmates and ignored me when I entered. When I introduced myself, they paused. But I suppose I
was more nervous than anything else because I wasn't very adept at speaking in public.

Cluster 3

Codes:

Learning Environment: students’ attitude, students’ inability to read  

Feeling of Inadequacy: Lack of experience, Uncertainty, Unfamiliarity of the learning strands

Content:

Chuy: It’s the new curriculum which makes me wonder of the strands and the attitude of the students. Also,
during my 1st day had a very struggling experience because I was assigned to industrial arts class where
most of the students are unable to read well and fluently. I was also struggling of the subjects that given to
me since I don’t have any background in teaching.

Cluster 4

Codes:

Learning Environment: Technological skills , Work adjustment 

Emotional Issues: Social isolation 

Teaching experience: Pedagogical skills

Content:

Rodz: In my first year in teaching, I cannot forget the sudden shift to online teaching. Like I had a week of
pandemic, then shifted to limited face-to-face. It required significant adjustments to my traditional teaching
methods and I need to learn new technological tools and pedagogical approaches to engage and support my
students. I also need to be more attuned to the emotional needs of the students, often taking on the role of
counselor, mentor, and friend, as they navigate the challenges of learning in a pandemic. I felt inadequate
and a bit helpless I had no one to share things with.
Cluster 5

Codes:

Challenges: Time management, Work-life balance, stress

Content:

Mar: I had a hard time adjusting since my previous job was not in any way related to teaching. I am
bringing work at home like papers for checking and preparing presentations for students. I have to rush
things so I can meet the demands of my job.

Cluster 6

Codes:

Learning Environment: Overcrowded classrooms 

Education challenges: adjustment to learning modality, learning losses 

Emotional Issues: Anxiety about sharing personal struggles, Difficulty coping with learning loss

Content:

Nino: The lack of knowledge about lesson plans, teacher strategies, and classroom management caught me
off guard during the start of my teaching career. Apart from that, I was surprised how a lot of learners
forgot a lot of basic skills across all subjects such as comprehension skills, mathematical skills, and
computer skills. The pandemic has resulted to learning losses that are hard to cope with. Lastly, the lack of
classrooms and overpopulation of students are issues that are very evident. I had a hard time thinking how
to make things easier for me but I was ashamed to share it to anyone because they might ahm, give
meanings to it that may not be good for me.

Cluster 7

Codes:

1. Negative emotions: Anxiety, Self-doubt

Content:

Papii: Teaching subject that I am not Familiar or not my field of specialization.I am teaching specialized
subjects in Hospitality Services (Housekeeping, Front Office, Local Guiding, Tourism Promotion) but
during my first day the school give me Personality Development and Hope subjects aside from my field. I
felt like I carried a big rock in my shoulders. How do I make very good lessons? How will I prepare lesson
plans everyday. I did not expect that it would be this much. I was point blank, but thank God my wife was
there to give a lift. She’s a teacher by the way.

Cluster 8
Codes:
1. Challenges: multiple tasks 

Content:

Jepoi: For my first year of teaching in DepEd, the most surprising thing is the amount of work and effort
that goes into teaching because, aside from being a subject teacher, I am also a class adviser and a
computer laboratory in charge. This assigned task really taught me what being a teacher in DepEd is like
because compared to my previous experience as a teacher in college, the high school setting is very
different, especially since during this time the pandemic hit. But this experience has made me appreciate
the value of being a teacher, and I am grateful that I am a part of it.

Cluster 9

Codes:

Learning Environment: lack of classrooms, poor ventilation 

Content:

AJ7: Maybe the most surprising part during my first year of teaching was that I have witnessed and see the
very common problem of every public school in the Philippines that DepED must addressed, and that is the
lack of classroom facilities. During the full implementation of face-to-face learning, I have witnessed that
there are sections with no proper room. Some teachers are doing their classes in the stage and even in the
covered court which is very hot especially during afternoon. This set-up is truly not conducive for learning
of the students.

Cluster 10

Codes:

Learning Environment: Overcrowding

Content:

Vinz: I am surprise that there are huge number of students in a classroom, 57 more or less to the point that
some students cannot sit comfortably. During a quarter exam were most of the students are present.

Cluster 11

Codes:

Learning Environment Overcrowding, Physical discomfort

Content:

They sit like there is no space for them to stand or do a stretching. Some were standing, and some place
their chairs outside the room just to find a space for them to be seated.

Cluster 12
Codes:

Feeling of Inadequacy: Difficulty with technology, unfamiliarity

Content:

Rena: It was modular. Walay module nga hard copy.I was surprised by everything. I panic especially if
somebody asks a copy. The system of the Deped as a whole was new to me. I was surprised by the
workload especially the paper works, but still, I’m grateful I was hired at Deped. The workload is lighter
than my previous job. I was surprised with the paperworks, especially the paperwork on learners
documents, preparation of Form 9 and 10 which are new to me. It was a big problem for the first time
because I am not that tech savvy. I do not know how to fill the forms, but then they call my attention
because I have not yet complied the forms. I did not know I have to fill the forms that’s why.

Cluster 13

Codes:

Challenges: Discomfort, Privacy concerns, disappointment

Environmental Issue: inadequate classrooms

Content:

There two of us teachers occupying the room. I did not like much that she will hear what I will be teaching
or doing in the class. I was uneasy.

Cluster 14

Codes:

1. Emotional Issues: Expectations, Disappointment

Content:

I was given six loads, I thought there will be only four like what I heard from a friend who is also a teacher.

Cluster 15
Codes:

Adaptation and resilience: Adjustment,

Learning Environment: Diversity  of Learners

Content:

Dokot: Dealing with the students! Since we are facing a diverse learner in the field of teaching. Compared
to my experience as a teacher in college, High School setting is different. I learned a lot in dealing learners
 came from different family orientation and environment. It took me a year to adjust and adapt to the system
of DepEd since Higher Education has different teaching approach.

Cluster 16

Codes:

Emotional Issues: Confusion, Uncertainty

School Support: Lack of Orientation

Content:

I thought we will be oriented first before we will teach, or we will be told where are the facilities or the
people we met. Instead I have to face the students at once because nobody is handling them. There was
silence when I stepped inside the class but it did not last long. I cannot control the laughter and noise so I
tapped the table. I did not know if tapping the table would be alright then but I did it to restore the peace
and quiet of the room.

Cluster 17

Codes:

Emotional Issues: Embarrassment,

School Support: Lack of Orientation

Content:

I did not know that I have to register in the biometrics the next day, but I saw other teachers doing it so I
tried putting my fingers but I laughed because It did not work. Other teachers said you have to register first
and directed me to go to someone doing the registration. I was a bit ashamed but I just laughed it out.

Cluster 18

Codes:

Adaptation and resilience: Inspired

Challenge: There are so many tasks to do

Content:

Dabz:  I was surprised that handling SHS learners is very challenging. The learners in spired me with their
smiles. There are so many task to do to make sure the needs of the learners will be achieved.
Cluster 19

Codes:

Adaptation and resilience: students care and friendship, Positive experience 

Emotional Issues: Anxiety

Content:

I was touched with how fun and caring my students are…And to be a part of this very nice and friendly
institution. It was limited face-to-face time. I reported to the Principal’s office with a little fear…because
aaaa..I don’t….I have not met him yet. It was a short stop. I was given an advisory task because Mrs. Cox
had an assignment in the GSP. I don’t know how to be an adviser but I did what I was told. There were
students who return their modules, some asked me what they missed, and others gave me snacks for free.

Cluster 20

Codes:

Adaptation and resilience: Resourcefulness 

Learning environment: inadequate classroom, poor facilities

Emotional Issues: envy

Content:

That’s it. I had my class on the stage because there was no classroom available. If it rains, we will be
drizzled. We just rearrange the chairs so we will not be wet. Every time I look up the four-story building, I
was envious because they have classrooms. I asked myself what life inside the room could be. It must be
okay. So I just teach using my laptop. I must show the laptop around when I present because the letters are
small the students cannot see them.

Cluster 21

Codes:

Emotional Issues: Anxiety, Fear, Insecurity, Doubts 

Content:

Blake: I am afraid that I might not deliver the topics very well and of what strategies that I will be using in
my lessons. Moreover, I’m afraid that maybe I can’t perform very well. I was afraid of the learners, the
teachers and observers.
 Cluster 22

Codes:

Educational challenges: Lack of training/education 

Emotional Issues: Fear, Insecurity

Learning environment: overcrowded

Content:

Chesire: I was never good at talking in a crowd, and fifty to sixty learners in a class is certainly a crowd.
Getting their attention and maintaining that attention were two of my fears because college, or engineering
school, didn’t train us how to deal with students.

Cluster 23

Codes:

Emotional Issues: Fear of failure, Fear of judgment, Lack of Confidence, Self-doubt

Content:

Chuy: The fear of teaching, since I am not an Education Major graduate and I don’t have any background
in teaching. I’m afraid that I may not able to deliver the lessons properly and students will qu estion me of
my teaching strategies, but I am most afraid of the teachers and heads especially during class observation
because of the same reason and also, I’m not very confident of myself.

Cluster 24

Codes:

Emotional Issues: Fear, Anxiety, Uncertainty, Pressure

Content:

Rodz: The common fears before I started teaching include not being able to connect with students or
getting along with colleagues, being unprepared for challenging situations such as handling difficult
behavior or dealing with unexpected emergencies, and the fear of being evaluated and judged by students,
parents, and colleagues. Additionally, I felt anxious about the workload and the pressure of meeting
academic goals, grading assignments, and planning lessons.
 Cluster 25

Codes:

Emotional Issues: Anxiety, Inexperience, Fear

Content:

Mar: I was anxious that I cannot meet the required competencies. I was anxious because I don’t have any
experience about teaching.

Cluster 26

Codes:

Emotional Issues: Anxiety, Fear of failure, Self-doubt

Content:

Nino: Being an introvert, the biggest struggle is speaking in front of an audience and interacting with
fellow teachers. I was also afraid of not being able to deliver my task of teaching. Speaking in front of a
crowd in general has always been a struggle because I am an introverted person. I was always afraid of
other people’s perception of me when I talk. Growing up as a people pleaser may have been the reason for
that fear. Now that I am hired as a teacher, I was eager to overcome that fear little by little. I am quite
afraid to mess up my teaching tasks especially with my role as a Special Science Teacher 1. Expectations
are quite high and to some extent, we have to meet those expectations.

Cluster 27

Codes:

Emotional Issues: Anxiety, Self-doubt, Fear of comparison  

Content:

Papii: That I won’t be able to achieve the standards that was set by the previous teacher in the specialized
subject that he previously handled. I heard he was very good and I am afraid to be compared. It may affect
my self confidence in delivering the lessons.
 Cluster 28

Codes:

Emotional Issues: Self-Inadequacy, Self-doubt, Uncertainty, Fear 

Content:

Jepoi: One of my biggest fears before teaching in DepEd is managing a classroom full of students with
different learning styles and behaviors, knowing that I will be handling senior high school students. Also, I
am worried that I am not knowledgeable enough or experienced enough to be successful in this role
knowing that I will be handling other subjects that are not my major since I am a BS in information
technology graduate, not education.

Cluster 30

Codes:

Apprehensions: Low self- esteem, Self-doubt, fear of failure

Content:

I'm frightened that people will condemn me when I make mistakes or when I fail. This fear causes me to
lack confidence and self-esteem.

Cluster 31

Codes:

○ Emotional Issues: Self-doubt, Uncertainty, feeling of inadequacy,

Challenges: uncapacitated (unequipped,untrained, not ready); disoriented

Content:

Aj7: Before I started teaching in VNHS, I doubt myself if I could perform the task of a teacher since I am
not a teacher by profession. It is very hard in my part since I do not know what does the teacher do inside
the classroom aside from teaching, how does he/she manage the whole class, what are the documents to be
prepared and submitted at the end of the month especially if you are an adviser and most importantly, I do
not know on how to prepare lesson plans or daily lesson logs because again it is not in-lined with my
chosen career in college.
Cluster 32

Codes:

Adaptation and resilience:  

Negative emotions: Anxiety, Insecurity, Uncertainty, Inadequacy

Content:

Vinz: The fact that my field is not into teaching, I feared unto how am I going to teach, what are the
techniques of teaching so that the students can learn thoroughly, and how to deal with everyone in the
school.

Cluster 33

Codes:

Emotional Issues: Fear of failure

Content:

Maybe because I was afraid to fail in front of my students.I think of it a month before the first day of my
duty that’s why during 1st day of my duty I came prepared but what if…what if I fail.

Cluster 34

Codes:

○ Emotional Issues: Insecurity, Self-doubt

Content:

Rena: Since I am not an educator by profession, I’m afraid I can’t meet what my supervisors, colleagues,
and students expect from me. I am an accountancy student. I am afraid of the

Cluster 35

Codes:

○ Emotional Issues: Fear of failure, Job insecurity

Content:

Supervisors.If they see that my performance is not so good, they will find ways to make me better, they
might terminate me, things like that.
Cluster 36

Codes: 

○ Emotional Issues: Insecurity, Fear, pressure

Social Issues: Fear to blend

Content:

Dokot: One of my fears was not able to blend with the new environment and the new system. I am afraid
that I could not perform my duties and responsibilities as a Senior High School Teacher and as an adviser.

Cluster 37

Codes:

○ Emotional Issues: Fear of failure, Fear of judgment, Fear of making mistakes

Content:

Dabz: The feelings of parents about their children’s achievement in school in their daily learning activities.
They might complain if I give poor grades, they might be angry with me…things like that. I might commit
errors when I teach then they will laugh at me”

Cluster 38

Codes:

Emotional Issues: Fear of not meeting expectations, Social anxiety

Content:

Cry: One of my fears before I came in to DepEd was how to get along with my fellow teachers,
especially in my subject group.I also had fear that what if I could not organize things as expected of me
given the fact that a lot of forms to compile and submit, there might be consequences.
 Cluster 40

Codes:Codes:
Challenges: classroom management, time management

Content:

Blake: Classroom management and time management were the two challenges that I’ve encountered in the
classroom and in workplace.

Cluster 41

Codes:

Challenges: Classroom management , behavior of learners

Content:

On classroom management, being a novice teacher, I struggled in handling students with behavioral
problems. For instance, sleeping in the class and going outside the classroom to buy their breakfast. In
addition, I was challenged on how to let them bring their own garbage home.

Cluster 42

Codes:

○ Challenges: Time management, learners’ academic difficulties

Content:

On Time management- with regards to time management I struggled sometimes to finish my estimated
lesson to finish on that certain period especially on mathematics. Students after pandemic have difficulty in
answering even simple mathematical problems.

Cluster 43

Codes:

Challenges: Learners’ behavior: Disrespect

Physical Needs: Poor Facilities

Emotional Issues; Inconvenience.

Content:
 Chesire: The absence of essential amenities like water and bathrooms, as well as the disrespect I
occasionally encounter from some TVL strand students. I had my class in the fourth floor. I have to go
down four levels to pee. I had health issues like I need to pee now and then. It was hard for me.

Cluster 44

Codes:

○Challenge: Learners’ Behavior

I'm not sure whether it was just my view that I perceived it as a disrespect rather than a joke, but it feels
like one when you're in the middle of a class and a student asks you how old you are and if you're still
single since he was. Things like that.

Cluster 45

Codes:

Emotional Issues: Anger management

Challenges: Classroom management , Learners’ behavior

Content:

Chuy: The challenges that I had encountered in the classroom was those few students that are not well
mannered. Those students are just entering the room without even saying any greetings to the teacher in
front of their classmates, those students who are shouting even if the teacher is delivering the lesson and
also saying bad words loudly. Some students also don’t pass the requirements of the subjects and how I did
not know how to handle them. I wanted to be angry but what if it is not proper. I had no particular issue on
my workplace. I like it here.

Cluster 46

Codes:

○ Adaptation and resilience: Adaptation 

○ Challenges: change in learning modality, limited resources, authentic assessment

Content:

Rodz: It was during pandemic when we adopted the Modular Distance Learning for our learners. Some of
the major challenges in modular distance learning include Lack of interaction technology issues, limited
resources and assessments and evaluation. Also, in our workplace, you need to adjust to remote work.

Cluster 47
 Codes:

○ Adaptation and resilience: Sleep disorder, Stress 

○ Challenges: Challenging environment (Delivery of learning)

Content:

Mar: I find it difficult to manage students with different personalities and adapt to the new working
environment. I have a hard time mastering certain teaching strategy. I encountered these difficulties during
the first few weeks of my teaching career. I was helpless. I slept late.

Cluster 48

Codes:

○ Challenges: Classroom management 

○ Education challenges: Student behavior

Content:

Nino: The biggest struggle for me then was managing some unruly students in the classroom who refused
to follow simple instructions such as keeping silent and cleaning the classroom.

Cluster 49

Codes:

○ Adaptation and resilience: Culture shock 

○ Negative emotions (handling of students) : Difficulty adapting to new environment

Content:

Papii: The different attitude and characters of students. I cannot understand them most of the time maybe
because I use to be in a controlled environment where I worked before. I worked in a hotel overseas.

Cluster 50

Codes:
 Challenges: Workload, Managing student behavior, students lack of interest, Paperworks, Ancillary
works, school leadership

Content:

Aj7: First, one of the most challenging part that I have encountered in the classroom was dealing with the
student’s behavior. There were students who lack interest in the class. No matter how the teacher
thoroughly discussed the topic or deliver the topic with varied teaching strategies, there are still students
who will just sleep in any corner of the classroom or some of them will not listen to the teacher during
discussion because they have their own agenda. In addition, student nowadays lacks self-discipline and
good manners. There are some students who lack respect to their teachers. Second, aside from teaching,
there are a lot of paper works for teachers to do that is supposedly not part of their job because it’s an
admin work. Also, teachers have a lot of role or functions in the school like coordinatorship which could be
an additional job for them to perform. Third, the school lacks proper funding support to teachers in order to
successfully work out many teaching strategies. Compared to other big schools, teachers are given with
enough school supplies like bondpapers, inks, etc. Here, the supplies are very limited in which, for a ream
of bondpaper, 2 teachers will shared equally the said material. Lastly, the school lacks competent leaders to
help, guide and support their subordinate teachers in school and the same time to effectively address the
issues, concern and needs of the students that are beyond the teachers’ capabilities to care of.

Cluster 51

Codes:

○ Adaptation and resilience: Professionalism 

○ Challenges: Classroom management

Content:

Vinz: In the classroom, I encountered students do cutting classes and many absences. Also in the
classroom, students are very noisy despite of their age. I have no issues in the workplace. We all work
professionally.

Cluster 52
Codes:

○ Adaptation and resilience: Adaptation, Collaboration 

○ Challenges: Limited resources

Content:
 Rena: It was modular instruction, modules in the Senior High are on limited copies, and there is a very
limited supplies like bond paper sometimes riso is worn out, Giunsa ko mn to…aahh we opted to kaning…
we send pdf copies to students. We give copies only to those without internet. Talking to my colleagues
was a relief because they suggested what to do. We talk about how things can be done. We share how we
do things in the classroom.

Cluster 53

Codes:

Educational challenges: Classroom management, lesson planning, classroom observation

Content:

When we changed to the limited face-to-face, the challenges I have encountered are classroom
management because I’m not used to imposing rules and regulations. Also, lesson planning and class
observation are great challenges for me.

Cluster 54

Codes:

○ Challenges: Classroom management  ○ Education challenges: Rewards and punishment system  ○

Teaching experience: Influence of other teachers

Content:

During the early part of the limited face to face, some of the students come to school late others are tired
their attendance to school was on and off. What I did is, I gave points to early comers to entice the others to
come early. I base it on the experience of other teachers that worked . I followed them. The students who
came late, I let them clean the room.

Cluster 55

Codes:

  ○ Adaptation and resilience: Resourcefulness 

○ Education challenges: Lesson Planning

Content:
 Lesson planning was really new to me. I don’t know what to write into it, the format, the sequencing of
activities. I had a headache. What I did is I opened to my colleagues. They give me different formats of the
lesson plans. It was a good thing that our subject head gave me different formats of the lesson plans. She
recommended 4As as a model. I browsed on You Tube about it. You Tube really helped so I was able to
adjust.

Cluster 56

Codes:

○ Adaptation and resilience: Communication, Empathy, Gender bias 

○ Disruptive behavior: Discrimination

Content:

Dokot: There were countless challenges I faced in the classroom. One time, my pregnant student asked me
if I could excuse her because she will breast fed her 8 months old baby in the classroom, I could feel that
she really wanted to attend the class but there were no room for breast feeding in the computer laboratory I
am a man and she’s a woman…(giggles and laughs) basig lain…So I decided to call her mother and ask if
she could help her daughter. I am a man and she’s a woman…(giggles and laughs) A few minutes her
mother arrived, and they went home after that she returned to our class. Second time, When I was having a
lesson, one of the student came late for 2 hours. I really don’t like my students to be late in coming to
school as part of discipline. I’m afraid that I could offend that student if I will say something harsh, so I
decided to ask him politely what happened, but he didn’t answer. After the class I called him in my office
and talked to him. I felt better after his story.

Cluster 57

Codes:

○ Challenges: Limited resources, Work routine, Work-life balance, _____ workplace

Content:

In the workplace, everybody is civil. We just meet, say hi and continue with our daily activities. The
double shifting would cause us to do what we ought to do and go home afterwards because there is
nowhere to stay. There are not even enough classrooms in school.

Cluster 58

Codes:

○ Adaptation and resilience: Noise 

○ Education challenges: Socialization 

○ Teaching experience: Learning from others, Teaching difficulties

- Teaching non-major subject (non-field)

 Content:

Dabz: - It was modular instruction at first and then I taught a subject which I do not specialize in the actual
limited face to face classes. It was very noisy. The student were noisy. I just told my students that we will
not understand each other if the room is noisy. I have no problem with my colleagues. We just do our own
thing. I won friends eventually. We share experiences and I learned a few things. I have no problem with
my colleagues. We just do our own thing. I won friends eventually. We share experiences and I learned a
few things.

Cluster 59

Codes:

○ Adaptation and resilience: Resilience 

○ Challenges: Challenges with work/school, Crisis management

Content:

Jepoi: One of my biggest challenges in the classroom was during my first year of service when I was a
class adviser. It happened that my section had the most pregnant students, and some of them decided to just
quit getting to school because of their situation, but as a class adviser, we needed to find ways for them to
continue no matter what happened. There are times that I travel a lot just to bring them their modules. I
also have a pregnant student who always attempts to just end her life because of the situation. These
experiences really taught me what being a teacher and a public servant are all about. Second, during the
pandemic, I realized how most students experienced difficulties in their studies during this period. The lack
of technology and limited resources make us difficult to interact with.

Cluster 60

Codes:

○ Adaptation and resilience: Conflict, Distraction 

○ Disruptive behavior: Disruptive behavior 

○ Negative emotions: Frustration

- Classroom management: Handling unruly students

Content:

Cry: I was challenged by students being unruly. I cannot concentrate with my work when they tease each
other and sometime lost control. They will delay instructions. They will do stuff like they have not yet
detached for childish plays.
Cluster 61

Codes:

Educational Challenges: Logistics in Home Visitation, Teacher’s Safety, Resource constraints 

Content:

Another is the home visitation thing. Motivating students who are not inspired to go to school anymore to
come back is not easy. Sometimes you cannot find them at home, sometime there are stray dogs along their
home, and I have to budget for fare going to their places.

Cluster 62

Codes:

Peer Support: Learning from co-teachers, Time management

Content:

Blake: The biggest change was that I can manage more my time. My co-teachers influenced me on how to
do things and how to manage my time through their experiences.

Cluster 63

Codes:

○ Sharing of Best Practices: Classroom management, Managing Class behavior, levelling of

expectations

Content:

My co-teachers share their experiences especially on how to deal with the students having a poor
performance in school, especially those students that will just go to school during exams. They taught me
that I should not put higher expectations to students especially to TVL or other strands.

Cluster 64
Codes:

○ Coping strategies: Growth mindset,

○ Teaching and learning strategies: Innovative Learning strategies

Content:

Chesire: Observations and a lot of asking from experienced teachers helped me deal with students who
have different strengths and behaviors. It’s still a challenge to talk in front a crowd, but I’ve learned how to
manage my nervousness by preparing my lesson way ahead of time and jotting down notes on what I
should say in the class. I’ve also learned how to devise classroom learning strategies appropriate for my
students.

Cluster 65

Codes:

Professional development: Influence of co-workers, Self-directed professional development

Adaptation and Resilience: Self-learning, help offered by other teachers

Content:

Chuy: I had able to cope up and slowly learn the ways and strategies of teaching. It’s the eager and hopes
of the students that’s lead me to do better. Also, many of my co-teachers are there for me who gave me
some advices and strategies that I had able to apply.

Cluster 66

Codes:

○ Personal coping mechanisms: Seeking advice, focus to work 

Content:

Mar: I tried to focus in providing quality education to my students by being dedicated in my assigned
subject. I asked some advices from my co-teachers on how to cope up with difficulties that I encountered
with my assigned subject.
Cluster 67

Codes:

Emotions: Gratitude,

Professional development: Support from colleague

Success: gained confidence, Self-improvement 

Challenge: Classroom management

Content:

Nino: Recently, I have been more confident in teaching students and more creative in applying teaching
strategies. There is also a noticeable progress in my classroom management skills. All of these
developments were made possible because of the help of my fellow teachers. There was one instance
where I struggled to manage some students in cleaning the classroom, but, there was a colleague who gave
me some advice on how to handle students.

Cluster 68

Codes:

Emotions: Gratitude 

Professional development: Support from colleagues

Content:

Papii: I was able to cope up with challenges thanks to the support of my co-teachers from my department.

Cluster 69

Codes:

○ Adaptation 

○ Emotions: Acknowledgement, Gratitude 

○Professional development: Support from co-Teachers, Support and guidance from Subject Heads,
Advice by others

Success: Learned techniques, adapted to the environment, understand tasks of an adviser

Content:

AJ7: With the help of our subject head, colleagues in the Science group and even teachers from the other
group, I gradually adapted to my new environment. Through their guidance, I was able to know the
different tasks of an adviser since when I enter VNHS, the principal immediately gave me an advisory to
 handle. Right now, I learn a lot of techniques and I’m determined to fulfill all my duties and
responsibilities. A big thanks to my co-teachers for sharing their knowledge and experiences which made
me realize that I am a fortunate one. Also, a huge thanks to the DepEd Valencia officials for conducting a
lot of seminars for teachers, and specially to my beloved partner for giving me brilliant ideas and advises
that made my job more manageable.

Cluster 70

Codes:

Adaptation and resilience: observation 

Professional development: self-learning, observation  

Success: adjustment and adaptation to w ork, better understanding of work, reduced apprehension
and shyness

Content:

Rena: I’m glad I now started to embrace and understand the work environment I am having right now.
What influenced me is my motivation to do my job well, to learn more, and to share what’s best. I
eventually changed my perceptions on the workplace. I tried to observe, search the internet so things will
be easier. I am not so much scared to ask other teachers or my co-owner of the room. But it took me many
many months to get adjusted.

Cluster 71

Codes:

Emotions: Fulfillment,

Success: Better Perceptions, Sense of Fulfillment, understanding learners better

Content:

Dokot: The biggest change in my two years of teaching in the department is the mentality and my
perception as an educator. That I cannot be an idealist at all times to let the students obey, instead a teacher
must gain their respect for them to obey. I realized that being a teacher in the department is a mission and a
special task given by our almighty for the future of the country. My students made me feel fulfilled every
time I see them learning and building their dreams. For me, I could not ask for more, than to see my
students in the near future as a successful individual that will contribute for the benefit our society.

Cluster 72

Codes:
 personal development: learning still in progress

Success: adjusted to the work

Content:

Dabz: I get used to it but until this time I still have many things to learn. I just follow what others do.

Cluster 73

Code

Emotions: Gratitude 

Personal coping mechanisms: Acknowledgment of personal limitations, Supportive co-teachers

Success: overcoming fear

Content:

Jepoi: Through the help of my colleagues in the department, it changed a lot about my perception of
teaching. Through proper guidance, support, and shared experience of my co-teachers, I am able to deal
with my fears in teaching. Although there are some things that I need to improve about my teaching
strategies, I know that all these things will improve with the help of my supportive colleagues, who are
always ready to share their knowledge and expertise on the matter.

Cluster 74

Codes:

Success: insights gained 

Content:

Rodz: Since then it is important to note that many of your fears can be alleviated with proper training,
support, and experience. Your colleagues can play a vital role in helping you to improve your teaching
skills by sharing knowledge and expertise with one another, offering advice and guidance on effective
teaching strategies, classroom management techniques, and assessment methods. With shared experiences
and continuous learning, new teachers can become more confident and successful in their roles.

Cluster 75

Codes:

Emotions: Acknowledgement, Gratitude

Success: learned techniques, determination to do tasks and responsibilities

 Division Support: conducted seminars

Adaptation and resilience: help from other people

Content:

Vince: Right now, I learn a lot of techniques and determined to fulfill all my duties and responsibilities. A
big thanks to my co-teachers for sharing their knowledge and experiences which made me realize that I am
a fortunate one. Also, a huge thanks to the DepEd Valencia officials for conducting a lot of seminars for
teachers, and specially to my beloved partner for giving me brilliant ideas and advises that made my job
more manageable.

Cluster 76

Codes:

○ success: Self-Improvement, determination to do better

Support Received: LAC, seminars

Content:

Cry: Through the department, I was able to develop my sense of professionalism in terms of my teaching
strategies, my relationship with my fellow teachers, and my communication with my students. I grew with
my fellow teachers in the department with series of professional learning circles, and seminars.This also is
possible because I am determined within myself to improve in all aspects of my career to better serve my
learners and everyone who surrounds me.

Cluster 77

Codes:

Coping Mechanism: Observation, Asking assistance from co-teachers

Content:

Blake: Through observation and asking my co-teachers about the idea on how to handle things had enabled
me to go through those challenges.

Cluster 78

Codes:

Coping Mechanism: Observation, Seeking advice/mentorship

Content:

During my vacant time, I was passing by the other room and observe those teachers who are well
experienced in teaching. I observed how are they going to start their class. I asked my co-teacher about the
 idea on how to handle things for example handling advisory class, computing grades, and classroom
management.

Cluster 79

Codes:

Challenge: Uncertainty, doubt

Content:

Chesire: I’m not sure whether there is a choice between overcoming such obstacles and avoiding them; all
I was told was, that whether you are ready for it or not, you must deal with it and make the most of your
circumstances. And I’m actually doing that right now.

Cluster 81

Codes:

Coping Mechanism:

Balanced Discipline style

Content:

I was able to manage the students because I learned how to balance friendliness and firmness. Setting
limits so that students do not walk all over me while remaining pleasant enough for them to approach me if
they have problems. That is what I believe I earned their respect. So if I say something, I will undoubtedly
do it.

Cluster 82

Codes:

Emotional Issues: Fear of crowd

Success; gain confidence, overcoming fear

Content:

The dread of speaking in front of a crowd remains, and I thought it will never go away, but when I was
talking with my students, it wasn't as difficult because…. when you do something every day, it becomes a
pattern, a routine. And their features grew so familiar to me that talking to them became a part of my daily
routine.

Cluster 83

Codes:

Personal Development: Growth mindset, Self-development

Content:

I don’t like to see my life as a teacher as simply as surviving. I like to thrive and be fruitful because
whether I like it or not, I could never take back this time of my life. I think that mindset was what helped
me go through those challenges.

Cluster 84

Codes:

Success: competence, relationship with learners, Self-improvement

Challenge: students’ attitudes

Content:

Chuy: To be honest, until now I am still struggling with it but much better than those days when I started
teaching. Now I can manage the attitude of the students and I had also managed and find ways to be able to
align myself with these challenges by simple knowing the problems of this students, also, I do talk to them
in private asking them if they are okay and ask them to do better in their studies.

Cluster 85

Codes:

Collaboration

Personal Development: Adaptability, Growth mindset, Resourcefulness

Content:

Rodz: Because of those challenges in implementing the Modular Distance Learning, I learned how to
embrace flexibility, build strong relationships, utilize technology effectively, to be proactive and organized,
 and to seek support and collaboration to my co-teachers and administrators are the key factors why I was
able to go through those challenges.

Cluster 86

Codes:

Characteristics: Gratitude, appreciation

Coping mechanisms: Seeking advice/mentorship

Content:

Mar: It is still an ongoing process, being grateful for this job, focusing on the brighter side of life and
appreciating the good things that this job has given me especially in my professional development. I asked
some advices from my co-teachers on how to cope up with difficulties that I encountered with my assigned
subject.

Cluster 87

Codes:

Coping Mechanism: Asking questions/ advice from others

Support: Teachers willing to help

Content:

Nino: With the help of my fellow educators, I managed to pull through the typical classroom management
struggles. A few of the people who gave some advice in managing students are my fellow teachers in the
Science department. I frequently ask them how they handle certain scenarios such as a student raising his
voice or a student sleeping in class. Needless to say, there are teachers who are willing to extend their help.

Cluster 88

Codes:

Seeking advice/mentorship: Taking advice from colleagues

Mentorship, technical assistance

Content:

Papii: With the help of my co-teachers from my department. They give me advice as to what to do and how
to handle difficult situations.
 Cluster 89

Codes:

Success: Being resourceful, improved LPs

Coping Mechanism: sourcing learning materials

Content:

Aj7: I restructured my lesson and look for more interactive teaching strategy. On the other hand, some of
the aforementioned challenges were not addressed until this time such as the lot of paper works, lack of
proper funding support and incompetent leaders.

Cluster 90

Codes:

Coping Mechanism: self-learning, self-motivation

Seeking advice/mentorship: Help-seeking

Content:

Vinz: The reason which enabled me to go through with those challenges are my self-determination, passion
in educating students, and the love of the people around me. I learned and discovered things on my own,
from internet and from asking the teachers around who are like me groping for more.

Cluster 91

Codes:

Seeking advice/mentorship: Help-seeking

Content:

Rena: By constantly learning how to deal with and manage the learners’ different attitudes. I ask for help
from my colleague about making lesson plans. I listened to teachers having classes and those I like, I
would try to do in my class. Good thing we have a co-teacher who has various format of the lesson plan I
was able to see how it is done.
Cluster 92

Codes:

Coping Mechanism: Seeking advice/mentorship: Help-seeking, observing others

Support:Collaboration (LAC Session),

Content:

Dokot: Professionalism, not just a teacher but a mentor as well. Observing others, asking friends when
they are available, sharing practices. Good thing there is a LAC session to help us meet and discuss
academic difficulties, it made me understand this work better.

Cluster 93

Codes:

Coping Mechanism: Help-seeking behavior, adapting to new technology

Content:

Jepoi: With the help of my co-teachers, I was able to handle the situation during that time by following
their advice. This made me realize that we really need to always listen to our learners and give them
consideration because we really don’t know what situation they are in. During the pandemic, as teachers,
we need to adapt to new technology and teaching methods to accommodate a remote learning environment.
Using online resources and technology, we keep students engaged and connected.

Cluster 94

Codes:

success: acknowledging limitations, selecting appropriate strategies

Content:

Cry: - I have overcome the challenges I have encountered in the classroom and in the workplace as a whole
by admitting that I do not know everything and I need my colleagues to help me out. When it comes to my
challenges in the classroom, I was able to cope up with it by understanding first each of my students in that
way, I could be able to adjust my strategies base on their needs.
Cluster 95

Codes:

Mentoring: Learning from others

Self-directed learning: Observation

Content:

Dabz: Myself because I’m responsible of it because I’m the second parent of my learners. I also get help
from other teachers. I listen to their stories. I observe them. I follow. I ask my wife because she is a teacher
too.

Cluster 96

Codes:

Self-directed learning: Observation

Content:

Blake: I just needed examples at that time. By just doing an observation to my co-teachers who are well
experienced in teaching and by using their strategies.

Cluster 97

Codes:

Support Needed: Fund for non-teaching personnel (security guards)

Discipline: Strict implementation of rules and regulations

Content:

Chesire: A fund is required to cover the costs of basic necessities, and it would be preferable to discipline
kids effectively. The institution should have tasked some non-teaching staff with ensuring that the rules and
regulations were strictly followed. Like coming to school anytime they like even if it is very late.

Cluster 98

Codes:
 Emotional Issues: health issues, inconvenience

Learning Environment: Poor facilities (No CR, water)

Support Needed: Provision of water and comfort room

Content:

My advisory classroom is located on the fourth floor of the PAGCOR Building and water does not run
here. Although there are water tanks, they are most of time not functional. Comfort rooms are locked
because if there’s no water then how can the students use them? So, we have to go four floors down just to
go to the CR and relieve ourselves.

Cluster 99

Codes:

School discipline: Strict implementation of rules and Policies

Content:

The students are old enough to have accountability on their actions. But they would not be able to learn
that if the school continues to bend their rules just to accommodate those students anytime.

Cluster 100

Codes:

Security enforcement

disciplinary measures

Content:

This may sound so idealistic but there should enough security personnel roving inside the school to ensure
the safety of the kids and on the gates to keep watch on the comings and goings of the students, especially
during the morning shift. Sometimes there’s no one who guards on the north gate. Aside from that there
should also be disciplinarians for both men and women. Someone whose only job is to see to it that the
students are following the rules written on the student’s handbook (if there’s any) and give proper
disciplinary actions to those who don’t.

Cluster 101

Codes:

Challenges: Discipline among students

 Shared accountability: Orientation among Parents and students

Content:

Fear is one of the things that would make someone do or not do anything. How to instill that fear in their
minds is one thing, and how to maintain that fear is another. But consistency binds those two things
together. Teaching staff should, at all times, walk their talk. But before all that, the school should maybe
introduce first the student’s handbook to all the students and parents every year during the GPTA meeting
for them to be aware of the dos and don’ts of the school because I think discipline always starts at home
and honed at school.

Cluster 102

Codes:

Challenges in students discipline: Instill respect among students

Content:

Chuy: The teachers need specifically the support and cooperation of the students, together with their
parents. For me, even if you used the most effective strategies that you may gain and learned but still the
students haven’t improved or changes its still useless. The teachers and faculty should train the students to
respectful even if outside the classroom, I think GMRC should be implemented and apply even in senior
high school.

Cluster 103

Codes:

Teacher Challenges: Access to Educational Technology, Instructional materials, Training, Mental

health support

Education Reform: Effective Leadership

Content:

Rodz: Teachers need access to professional development and training, technology and infrastructure,
curriculum and instructional materials, emotional and mental health support, collaboration and professional
learning communities, and supportive school and district leadership to effectively deal with the challenges
of teaching during the pandemic.

Cluster 104

Codes:
 Professional development: Teacher’s Training Teaching competence

Content:

Mar: I think teachers needs several trainings that will focus on enhancing our competence in each
corresponding fields.

Cluster 105

Codes:

Professional development: Teacher’s Training Teaching competence

Content:

Trainings that will improve Teachers competency especially those handling applied subjects, core subjects,
and specialized subjects

Cluster 106

Codes:

Teacher Attitude: Confidence

Challenges: Class size is large, Provide conducive learning environment

Content:

Nino: One of my strategies in order to deal with these problematic scenarios is to assert confidence as a
teacher. By keeping the students in check, they will remain levelheaded instead of being boastful and rude.
In my class, the most obvious problem for this is the overcrowding of students. I think students deserve a
classroom that is conducive to learning.

Cluster 107

Codes:

Education Reform: Class size reduction, School management and organization 

Educational Challenge: Inadequate infrastructure, Family orientation, Limited resources

Content:
 My observation why many students are quite rude and boastful is because of their family background. I
have talked to some of my advisees and some of them are struggling to make ends meet and their parents
are not that supportive. I feel bad for some of the students because at such a young age, a few of them are
already working to provide for themselves. This issue is hard to resolve because this should be addressed
within their families first. My suggestion to minimize such behavior is to reduce class size and to increase
the number of classrooms. I usually observe that many students are uncomfortable inside the classroom
because it is not a conducive learning environment. There is a lack of facilities such as chairs. Apart from
that, our room is stuffed with equipment and tools such as helmets, wires, tubes, etc. This uncomfortable
feeling results to students getting irritated. The school heads should reassess the slots for the TVL strand
because the issue of large class sizes is evident.

Cluster 108

Codes:

Teacher buddy
Mentorship

Training

Content:

Cry: I believe it is crucial for a new teacher like us to have a teacher buddy who can serve as a mentor and
provide direction in the unfamiliar setting they are in. A teacher's mental health must also be improved in
order for them to perform their duties and responsibilities effectively, so training or mentoring is also
essential.

Cluster 109

Codes:

Funding

Financial support

Provision of supply

Competent Leadership

Content:

Aj7: Well, I understand that in DEPEd, there are a lot of paperworks to do but I do hope that the
department would oversee and address this problem as soon as possible so that teachers could focus to
teaching alone. Additionally, I do hope that the school could provide proper funding support to teachers
because teachers are the real fighters of the battle inside the classroom. Any data, information and
documents needed by the school heads for their reports and/or even for their promotion, the supplies are all
coming from the teachers. Moreover, the school leaders should be competent enough to perform their
specific functions and tasks. They should oversee the welfare of their subordinate teachers and address
effectively and efficiently the issues and concerns of both the teachers and students in school. If they
cannot do it, then maybe it’s time to look for a change.
Cluster 110

Codes:

Funding

Financial resources

Content:

Vinz: Teachers need additional funds for trainings and seminars to strengthen their skills and develop new
alternative strategies.

Cluster 111

Codes:

Support system

Mentorship

Content:

Dokot: I think one of the things I needed back then was someone to provide… and … who can share about
classroom management, and a listener to the needs of the new teachers

Cluster 112

Codes:

Teacher buddy
Mentorship

Support system
Professional development (5)

Content:

Jepoi: I believe it is crucial for a new teacher like us to have a teacher buddy who can serve as a mentor
and provide direction in the unfamiliar setting they are in. A teacher's mental health must also be improved
in order for them to perform their duties and responsibilities effectively, so professional development and
training are essential.
Cluster 113

Codes:

Technical assistance

Provision of needs

Content:

Dabz: I need the help of other teachers, or my school head. It would have been nice if they visit me…
us..and asked us or provide us our needs…like protection from the rain hahaha…..I did not ask my school
head because I was ashamed.

Cluster 114

Codes:

Training

Enhancement

Content:

Mar: I think teachers needs several trainings that will focus on enhancing our teaching competence in each
corresponding fields or subjects.

Cluster 115

Codes:

Teacher Training: Teaching Strategies, Orientation on PPST

Content:

Blake: Yes. The TIP really helped me to understand about the Philippine Standards for Teachers as the New
Framework for Teacher Quality and Teacher Development. Through this TIP I learned some strategies and
approaches on how to deal with my learners.
Cluster 116

Codes:

Professional Goals: Planning, Value Time

Content:

We were told during the TIP to “work out your goals, value your time, break task down into manageable
steps, and plan ahead”. That line stayed in my mind and guided me.

Cluster 117

Codes:

Professional development: Personal growth, Student-centered learning, Pedagogy

Content:

Chesire: The program helped me understand more about the teaching profession. It made me see the
holistic view of teaching. But more importantly, it gave me more ideas on how to better teach the learners –
they call the process the ‘pedagogy’ of teaching. Base on my actual experience, the transferring of
information from the teacher to the learner should be based on the multiple intelligence of the learner and
not based on how the teacher want it to be. The program gave me a better understanding on the process to
make my teaching strategies work from what I heard in the TIP to the class. Although I feel still not
adequate.

Cluster 118

Codes:

Professional Development: Teacher Training

Content:

Chuy: Yes, the Teacher Induction Program had able to help us in many things especially the important
things as a teacher and the things that we need to know like about the course book and the others matters
concerning about teaching and how lucky I am that I was assigned her at VNHS.
Cluster 119

Codes:

Professional development: Personal growth, improve quality teaching

Content:

Rodz: Yes, TIP is important because it improves the teacher retention rates, it helps you to improve the
outcomes of your students, it can provide ongoing professional development, and helps you to ensure
consistency and quality in your teaching profession.

Cluster 120

Codes:

Negative Emotions: Overwhelming workload, workplace issues

Professional development: Career development, Support,

Content:

Research has shown that new teachers are more likely to leave the profession in the first few years of their
career due to a variety of factors, such as lack of support, overwhelming workload, and feeling unprepared
for the demands of the job. TIP can address these issues by providing new teachers with the support and
guidance they need to navigate the challenges of their new role.

Cluster 121

Codes:

Teacher Training: Motivation, relevant strategies

Content:

Mar: Yes, in a way it provides motivation to teachers and gives an opportunity to learn relevant strategies.
Cluster 122

Codes:

Professional development: meaningful insights

Content:

Nino: The TIP did not significantly improve my performance but I still gathered a lot of meaningful
insights regarding career progression as a teacher.

Cluster 123

Codes:

Professional development

Content:

Papii: Yes, it help me to understand the how things are done in the department of education considering
that I am not an education graduate.

Cluster 124

Codes:

Professional development: Collaboration, Mentoring and coaching

Content:

Jepoi: Yes, Teacher induction programs are designed to support and mentor new teachers like us as we
begin in our careers. These programs help us in our professional development by providing coaching and
mentoring, as well as opportunities for us new teachers to collaborate with experienced colleagues.

Cluster 125

Codes:
 Mentorship

Professional development: Learning by observation

Content:

I did not know how high school teachers do in school and sometime I got confused in procedures but my
co-teachers would say it’s okay. They show me the hows and everything turns fine.

Cluster 126

Codes:

Training Program: Positive learning environment, teaching strategies,

Professional development: Orientation on RPMS

Content:

Aj7: Yes I think so, because during our TIP orientation for newly hired teachers last March 22, 2023, the
supervisors discussed to us on what the program is all about, what are the possible benefits from it, what
are the different activities of the TIP and the completion of the TIP course book. Through the program, I
have able to know what are the ways to create a positive classroom environment for students, keep students
on their tasks and new teaching strategies that might be applied inside the classroom. Moreover, one of the
public school district supervisor who talked during program provided as a background on what RPMS is
all about especially on its different domains.

Cluster 127

Codes:

Professional development: Teaching Skills development

Content:

Vinz; Yes, TIP have greatly influenced and improved my teaching performance. In a way that I can now
handle students shortcomings.

Cluster 128

Codes:

Performance: Efficiency

Positive outlook: Positive attitude

Content:

Rena: Yes. It somehow guides me in disposing of my duties and responsibilities in the school. It somehow
helps me understand the school, the teaching and learning practices and the DepEd system as a whole.
Cluster 129

Codes:

Professional development: Teaching techniques

Content:

Dokot: Yes, Teacher Induction program is a huge help specially for the teachers like me who are new to the
Department. We were taught to act accordingly based on the needs of the learners. To respond immediately
in any given situation inside the learning environment. To act as the facilitator of learning in a diverse
atmosphere of different personality and to provide adequate pedagogy in the learning process.

Cluster 130

Codes:

Teaching Strategies: Multiple Intelligences

Content:

Dabs: Yes, TIP teach and showed us how to handle learners with different multiple intelligences and TIP
also teach us what are those best strategies applied in our classroom activities. I had TIP twice,1 for
beginning teachers, second kay coursebook. Coursebook, pero electronic wala pa nko na access until now
(smiled).

Cluster 131

Codes:

Training Program: Enhance activities focused on teaching strategies

Content:

Blake: So far based on my experience, I don’t think that there should be things that I would like to change
in Teacher Induction Program but rather to enhance or add some activities that the teachers may learn like
how to improve their teaching strategies.

Cluster 132

Codes:

Suggestion on TIP: Include Sharing of success stories

Content:
 Chesire: The program was a success but I would like it more if the organizer of such program would
include a portion wherein teachers would share their success stories. Stories from their experience and
what they did to rise above their struggles (if they have any).

Cluster 133

Codes:

Learning from Experts: Mentorship, Pedagogy

Content:

Teachers who are ahead of us, very good teachers who have been successful in teaching and managing
behavior problems. That way, a newcomer like me can paint a picture of the classroom and how things
happen… maybe visuals…or recorded classes…I don’t know…whatever.

Cluster 134

Codes:

(NONE) Professional development: Satisfaction

Content:

Chuy: None, the program was successful and very helpful and just on time where I needed it the most.

Cluster 135

Codes:

Challenges: Education, Technology

Professional development: Innovation, Skill development

-Interactive learning: Technology-based learning

Content:

Rodz: Most TIPs focus on providing new teachers with support in areas such as classroom management,
lesson planning, instructional strategies, assessment and evaluation, and communication with students,
families, and colleagues. However, as Senior High School teacher, we are also in need to engaged in skill-
based training program to enhance and develop our skills in teaching specialized subjects. TIP can be
improved by incorporating more hands-on training, using technology to enhance training, providing
ongoing support, and fostering a culture of innovation. These changes can help new teachers to develop the
skills and knowledge they need to be effective educators in today's educational landscape. As you can see,
we need to shift from time to time from face to face to online to modular classes. We must be skilled in
technology.
Cluster 136

Codes:

Desire to learn/hear from experienced teacher

Content:

Nino: It could have been better if we heard Tatay JD speak. Unfortunately, he was not around during the
last day of the TIP. I would love to hear his experiences as a teacher since he leads the Division of Valencia
City as of today.

Cluster 137

Codes:

(Time allotment) for TIP in the workload

Content:

Papii: The course book that need to accomplished by the newly hired teacher, though it will help, its just
that with the load that was given to newly hired teacher it seems that it is additional burden. When we
depart from the house it’s too early, we need to rise up early, travel and should be in school before 5:30 in
the morning. When the class is done, I already feel tired I cannot read the course book anymore. Besides I
have to print the thick book myself.

Cluster 138

Codes:

Challenges: Education

Professional development: Improvement, Skill development, Specialization

(None)

Content:

Jepoi: Teacher induction programs can be an important component of supporting and retaining new
teachers, which can ultimately improve the quality of education that students receive. If there is one thing
that I can suggest, besides, TIP it could be very helpful for specialized teachers to have training based on
their specialization, as it will improve our skills to cope with the new trend in today's modern world. If the
teachers will have this kind of training, it will be very beneficial not only for the teachers but also for all
the learners, as this knowledge will be transmitted.
 Cluster 139

Codes:

Education: Education policy, Workload

Eliminate self-paced coursebook

Content:

Aj7: Maybe, eliminate the self-paced coursebook as part of the TIP because though I understood its
purpose which is to provide assistance for newly hired teachers but I think it will add another burden to
teachers aside from the administrative works and other functions in school. I do hope that time will come,
teachers should only be focused to teaching and no more admin works.

Cluster 140

Codes:

Challenges: Education

Education: Teaching

Professional development: Continuous improvement, Experiential learning

Hands-on activities, Discussion about issues in classroom setting

Content:

Vinz: I think the TIP should range from 3 or more ample of days, because it enables the teachers to be
equipped with the necessary skills and knowledge that will be very beneficial in teaching students. One day
is not enough, everything are overviews and no hands-on activities like producing one lesson plan,
discussing issues in the class and how they were solves so listener like me can think about it when already
in the classroom.

Cluster 141

Codes:

Challenges: Fear, Self-doubt

Assurance: Instructional support

Content:

Rena: It would be better to include in the TIP the assurance that it’s alright if we cannot deliver teaching
our best at the start because those who will be observing will teach us to make things right. Our fear
drowns us.

Cluster 142
Codes:

Challenges: Education, Recommendation

Professional development: Professional development

TIP before deployment

Content:

Dokot: Teacher Induction program is a perfect activity for new teachers since it was implemented by the
department with all-in research and information gathering that will supplement the need of the new
teachers in the department. The only thing that I want to suggest is Teacher Induction Program must be
conducted before the deployment of the newly hired teachers for them to have the idea and to fully
understand their role as an educator. I was already four months at work when I had the TIP.

Cluster 143

Codes:

Education: Request for demonstration, Suggestion

Actual teaching demonstration (or video)

Content:

Dabz: More days ma’am like strategies were just slight presentations only. “Mas mayo gyud tong makita
giunsa ma’am like video or tinuod nga teacher ba”. It would be better if we were shown how those
strategies are actually done like video presentation or demonstration teaching.

Cluster 144

Codes:

Discontent: Desire for improvement, Disappointment, Sense of lack

Education: Suggestion for change

Seminar-workshop of work responsibilities

Content:

Cry: It should have started with a get together with some other fellow novice teachers in the field before
getting into the battle and dig in to more technical introduction of work responsibilities. After which, the
TIP should include more on seminar- workshops, and trainings that would equip us more knowledge,
strategies, skills, and principles

Cluster 145

Codes:
 Inadequate preparation/training: Training inadequacy

Crafting a lesson plan, LIS

Content:

Blake: In TIP, making a good lesson plan and other tasks like Learner Information System (LIS) was not
covered or not being covered during the Teaching Induction Program.

Cluster 146

Codes:

Self-doubt

Uncertainty

None

Content:

Chesire: I’ve learned a lot from the program and from the speakers that I do not have any idea if I missed
something from it or if there should be anything to be included in the program.

Cluster 147

Codes:

Advancement: Career development/advancement

Inadequate preparation/training: Lack of knowledge/competence in a specific area

None

Content:

Chuy: For me as part of the DOST Scholar and just rendering my return of service and not an education
graduate, I don’t have any idea of what else should be included in the program and not.

Cluster 148

Codes:

Technology integration
 Hands-on training

Specialized training

Content:

Rods: For me the hands-on and practical training in teaching specialized subjects as well as the use of
modern technology to enhance training for teachers was not covered in the Teaching Induction Program

Cluster 149

Codes:

Provision of materials

Content:

Mar: Providing us the needed materials to finish the program such as the required course books. The course
book was quite thick and we have to print it from our own pockets.

Cluster 150

Codes:

Informative

Content:

Nino: I think most of the topics were covered and the speakers were very entertaining as well as
informative.

Cluster 151

Codes:

Clarity: Visuals, Roles, Responsibilities, and Functions

Content:

Rena: TIP was holistically designed for beginning teachers, so I guess everything that a new teacher
needed is already in it. Mas tsada lang kung gipkita mi ug visuals on how a classroom in senior high school
is like para makapanukad unta mi. Mas klaro pa unta kung unsay among rights when we discipline the
learners. We were not also taught how to fill up forms needed in the LIS. Ako I personally did not
understand LIS and why I have to comply right away.

Cluster 152
 Codes:

Inadequate content

Content:

Dokot: I think the Magna Carta for Public School teachers was not clearly emphasized during the activity. I
thought it is important because teachers will know also their rights and privileges but it was not mentioned.

Cluster 153

Codes:

Inadequate knowledge

Content:

Dabz: None. The truth, Ma’am is, my knowledge on what should be delivered in the TIP is inadequate.

Cluster 154

Codes:

Holistic

Content:

Rena: TIP was holistically designed for beginning teachers, so I guess everything that a new teacher
needed is already in it.

Cluster 155

Codes:

Technology integration

Specialized trainings

Content:

Jepoi: I think one of the important things that was not covered in the TIP is technology integration. In
today's digital age, it's important for us teachers to be proficient in using technology to enhance student
 learning. However, some induction programs may not provide enough training in this area. Training and
seminars in each specialized subject are also needed to keep us specialized teachers updated on the latest
trends based on our specialization.

Cluster 156

Codes:

Technology integration

Content:

Ang Technology integration sa programming na among ginatudlo dali ra ma-obsolete. daghan na kaayo
ang language… like naa nay robotics sa Junior High School, unya walay continuity sa SHS. So we need to
be updated.

Cluster 157

Codes:

Orientation

Content:

Blake: I think they should have an activity/discussion about the task that the teachers are doing aside from
their teaching. We needed it on the first day.

Cluster 158

Codes:

Capacity building: training, seminars

Content:

Chesire: The school could give the newly hired teachers trainings and seminars. It could be done by anyone
who was in service for longer than five years. It’s just to give ideas to the newbies on how to tackle any
kinds of situation and how best to resolve it.
 Cluster 159

Codes:

Accommodation

Content:

Chuy: I just went to the Office of the Principal and reported to the Asst. Principal to get my load. None so
far.

Cluster 160

Codes:

Capacity building: technology-aided training, enhancement, partnership, skills and

technological training, interactive learning

Assistive facility: online courses, virtual simulations

Content:

Rodz: For me the school need to incorporate more hands-on and practical training as well as the use
technology to enhance training for teachers. For example, TIP can make use of virtual reality simulations
and online courses to provide new teachers with an immersive learning experience. Our school also can
coordinate with our stakeholders, such as private sector companies and non-governmental organizations
because there may be missed opportunities for partnerships that could provide additional resources and
expertise in providing skill-based and technological training to teachers.

Cluster 161

Codes:

Accommodation

Orientation

Capacity building: Mentoring

Content:

Mar: There was no activity. Casual. The principal received my advise order then off I went to the Senior
High School and started my day. I was logged to the biometrics. Through dedication, I eventually learn to
 embrace teaching. Master Teachers and School Heads should initiate mentoring program for newly hired
teachers.

Cluster 162

Codes:

Capacity building: Training, Mentoring

Content:

Papii: I proposed a close mentoring and support from head teachers at least during the first year service of
newly hired teachers.

Cluster 163

Codes:

Capacity building: Counseling, Management, Training

Fund Allocation

Content:

Vinz: Allocate additional budget for teachers seminars and trainings. Maybe the content will be about
student counselling, and student management.

Cluster 164

Codes:

Orientation

Content:

Ang mga forms kay gitudlo na lang sa mga kauban later. It would be nice of somebody taught us where is
the CR, what we need to do everyday, asa mag time-in, kinsay adtuan kung nay pangutana, kinsay mag
teach if we don’t know what to do. kanang murag referral ba… kay bag-o pa man gud mi. Nice pud naay
tigsulti unsay daily routine because me, I just learned things by following others who are ahead of me.
Cluster 165

Codes:

Accommodation

Orientation

Content:

I reported to the Principals office first, He signed my advice order and he said “ you go to the Senior High
School building and look for Dr. Euldan. You can visit your class today”. I looked at him with secret fears,
him being my boss from now. Then I head to the senior high. I did not know where it is so I asked more
than one student along the way.

Cluster 166

Codes:

Accommodation

Orientation

Content:

When I see Dr. Euldan, she smiled and handed me my workload. She said I can be with my students so
went around and looked for my section up the building and entered the room. I started looking for learning
materials after the meet and greet with the students, but it was difficult to find one. I was ashamed to ask so
I just surf for anything in the internet.

Cluster 167

Codes:

Capacity building: Technology advancement

Assistive facility: online data bank

Content:

I want to propose online data bank in school for the curriculum of TVL Strands, where in all learning
materials in the different field of TVL will be stored in cloud environment and all the teachers with their
respective specialization can access those learning materials.
Cluster 168

Codes:

Capacity building: Orientation,

Assistive facility: guidebook

Content:

Part of the TIP maybe a guidebook for new teachers which they will read on the first day. It must have the
school map, procedures, directories of mentors or forms to be accomplished.

Cluster 169

Codes:

Capacity building: Training, Orientation

Content:

Dabz: I reported to the principal, there was a main principal. He sent me to the Asst. Principal in the Senior
High School. The SHS principal asked me to enter the office. I was given list of learners and advisory. I
was given a soft copy of the MELCS and I stayed in a room where there were teachers because it was
pandemic we had our masks on. And we just say hi and hello and started our work. I did not know what to
do, I just waited for students who will return or (magkuha) get their modules and list them

Cluster 170

Codes:

Capacity building: Mentoring, Training of School Leaders

Content:

Aj7: I showed my advice order to the principal. He looked scary when he looked at me. He directed me to
the Senior High School Asst Principal. I was given my teaching load and the next day I was already
teaching. I think school heads and master teachers should also undergo training or seminar in order for
them to be aware with the different activities of the TIP and for them to be oriented with their
responsibilities and functions as mentor to the mentee.

Cluster 171
Codes:

Capacity building: Mentoring, Coaching

Content:

Cry: There should be a program approved by the administrator for mentoring and follow up assistance for
the newly hired teachers by those experienced teacher

Cluster 172

Codes:

○ Nino

Content:

Nino: There was no activity aside from classes are going on.

Cluster 173

Codes:

Capacity building: Mentoring, Coaching

Content:

Papii: I proposed a close mentoring and support from head teachers at least during the first year service of
newly hired teachers.

Whom do you propose will be the mentors for newly hired teachers?

Master teacher, Department/Subject Heads.

Cluster 174

Codes:

○ Jepoi

Content:

Jepoi:

Giintroduce sa…about procedures sa school, unsay i-comply every month. Nagbiometrics.

Cluster 175
Codes:

Capacity building: Orientation

Content:

Rena: Rena: Giwelcome mi sa principals office, Giendorse me kay mam Cherry Grace who gave.Brief
orientation asa among department, giintroduce gamay sa mga staff ug sa dept. head unya adto na dayon sa
classroom kay walay gahandle sa ila. Wala pa koy lesson prepared that day so I checked the attendance,
and chika chika lang sa mga students.

Ang mga forms kay gitudlo na lang sa mga kauban later. It would be nice of somebody taught us where is
the CR, what we need to do everyday, asa mag time-in, kinsay adtuan kung nay pangutana, kinsay mag
teach if we don’t know what to do. kanang murag referral ba… kay bag-o pa man gud mi. Nice pud naay
tigsulti unsay daily routine because me, I just learned things by following others who are ahead of me.

Cluster 176

Codes:

○ Dokot

Guidebook

Content:

Dokot: Was there a Teacher Induction Program? what do you propose to improve the program?

I reported to the Principals office first, He signed my advice order and he said “ you go to the Senior High
School building and look for Dr. Euldan. You can visit your class today”. I looked at him with secret fears,
him being my boss from now. Then I head to the senior high. I did not know where it is so I asked more
than one student along the way.

When I see Dr. Euldan, she smiled and handed me my workload. She said I can be with my students so
went around and looked for my section up the building and entered the room. I started looking for learning
materials after the meet and greet with the students, but it was difficult to find one. I was ashamed to ask so
I just surf for anything in the internet.

I want to propose online data bank in school for the curriculum of TVL Strands, where in all learning
materials in the different field of TVL will be stored in cloud environment and all the teachers with their
respective specialization can access those learning materials.

Part of the TIP maybe a guidebook for new teachers which they will read on the first day. It must have the
school map, procedures, directories of mentors or forms to be accomplished.
Appendix E. List of Significant Statements, Formulated Meanings, Cluster and
Emerging Themes
Frame 1. Novice Teachers’ Hide Emotional Difficulties
Significant Statements Formulated Cluster/s Theme/s
Meanings
“ I’m afraid that maybe I can’t Teachers feel Anxiety/Self- Novice
perform very well. I was afraid anxious doubt/ Teachers
of the learners, the teachers doubtful and Inadequacy Hidden
and observers…” inadequate in Emotiona
teaching l
skills Difficultie
s
“I felt like I carried a big rock in
my shoulders. How do I make
very good lessons? How will I
prepare lesson plans everyday?
I did not expect that it would be
this much. I was point blank...”

“I was ashamed to share it with Teachers Fear/shame

anyone because they might avoid
ahm, give meanings to it that judgment
may not be good for me”

“I’m afraid I won’t be able to Teachers

achieve the standards that were dislike
set by the previous teacher”. comparison

“I was given six loads, I thought Expectation Disappointmen

there will be only four like what I against reality t
heard from a friend who is also
a teacher.”

“I did not know that I have to Teachers are Embarrassmen

register in the biometrics the not familiar t
next day, but I saw other with the
teachers doing it so I tried school
putting my finger but I laughed practices
because It did not work. Other
teachers said you have to
register first…”.

“It’s the new curriculum that Teachers are Uncertainty 

makes me wonder about the not familiar
strands” with the
learning
 competencies
“Every time I look up at the four- Teachers are Envy
story building, I was envious not enjoying
because they have classrooms. the same
I asked myself what life inside facilities
the room could be. It must be
okay”

Frame 2. Challenges
Significant Statements Formulated Cluster Theme
Meanings
“…Some teachers are Inconvenient Poor Learning C
doing their classes in the environment posed Environment H
stage and even in the as a challenge for A
covered court which is very novice teachers. L
hot especially during L
afternoon...” E
N
“My suggestion…to Insufficiency, or lack Poor Physical G
increase the number of thereof, of facilities Facilities E
classrooms… There is a hinders the smooth
lack of facilities such as functions of S
chairs.” teachers.
“Compared to other big Disruptive learners’ Managing
schools, teachers are given behavior challenges Learners’
with enough school teachers’ classroom Behavior
supplies like bondpapers, management.
inks, etc. Here, the supplies
are very limited in which,
for a ream of bondpaper, 2
teachers will shared
equally.”
“I was challenged by
students being unruly. I
cannot concentrate with my
work when they tease each
other and sometime lost
control. They will delay
instructions. They will do
stuff like they have not yet
detached for childish
plays.”
“The lack of knowledge The inadequacy of Deficient
about lesson plans, teacher the necessary teaching
strategies, and classroom competencies competence
management caught me off confronts teachers
guard during the start of my in their daily tasks.
teaching career.”
“I had a hard time adjusting The demands of the Work
since my previous job was job make it hard for adjustment
not in any way related to teachers to adjust
teaching. I am bringing with their new work.
work home like papers for
checking and preparing
presentations for students.
I have to rush things so I
can meet the demands of
my job.”
“…the school lacks…guide The lack of support Lack of
and support…in school and poses significant School
the same time to effectively challenge to the Support
address the issues, performance of
concern and needs of the teachers.
students that are beyond
the teachers’ capabilities to
care of.”

Frame 3. Coping mechanism of novice teachers

Significant Statements Formulated Cluster Theme
Meanings
“By constantly learning how Being open to Colleague support
to deal with and manage the others’ ideas and collaboration
learners’ different attitudes. I helped teachers C

ask for help from my cope with the O

colleague about making novelty of work P

lesson plans. I listened to dynamics. I

teachers having classes and N

those I like, I would try to do G

in my class. Good thing we

have a co-teacher who has M

various format of the lesson E

plan I was able to see how it C
is done.” H
“I have overcome the Admitting one’s Self-awareness A
challenges I have limitations leads N
encountered in the to more learning I
classroom and in the S
workplace as a whole by M
admitting that I do not know S
everything and I need my
colleagues to help me out.
When it comes to my
challenges in the classroom,
I was able to cope up with it
by
understanding first each of
my students in that way, I
could be able to adjust my
strategies base on their
needs.
“When it comes to my
challenges in the classroom, Adaptive skills Adaptable
I was able to cope up with it enables one to
by understanding first each select applicable
of my students in that way, I strategies in a
could be able to adjust my certain context.
strategies based on their
needs.”
The reason which enabled Exerting efforts Self-directed
me to go through with those on learning Development
challenges are my self- things on your
determination, passion in own
educating students, and the
love of the people around
me. I learned and
discovered things on my
own, from internet and from
asking the teachers around
who are like me groping for
more.
“I restructured my lesson Compensating Resourcefulness
and look for more interactive teaching
teaching strategy. On the deficiency
other hand, some of the through
aforementioned challenges resourcefulness
were not addressed until this
time such as the lot of paper
works, lack of proper funding
support and incompetent
leaders.”
“Through the department, I Self- Self-improvement
was able to develop my improvement is
sense of professionalism in a personal
terms of my teaching choice as
strategies, my relationship influenced by
with my fellow teachers, and both intrinsic and
my communication with my extrinsic factors
students. I grew with my
fellow teachers in the
department with series of
professional learning circles,
and seminars.This also is
possible because I am
determined within myself to
improve in all aspects of my
career to better serve my
learners and everyone who
surrounds me.”
“I don’t like to see my life as A positive
a teacher as simply as mindset makes Positive
surviving. I like to thrive and the challenges… Disposition
be fruitful because whether I
like it or not, I could never
take back this time of my
life. I think that mindset was
what helped me go through
those challenges.”

Frame 4. Optimizing Teacher Success Through Support System

Significant Statements Formulated Cluster Theme

Meanings
“I thought we will be Lack of Orientation for Novice
oriented first before we will comprehensive Novice Teachers Teachers
teach, or we will be told orientation program. Need Support
where are the facilities or
the people we met”

“With the help of my co- Learning from other Support through

teachers from my teachers Mentorship 
department. They give me
advice as to what to do and
how to handle difficult
situations.”
Good thing there is a Sharing of Best Ongoing
Learning Action Cell Practices and Professional
session to help us meet Development 
and discuss academic
difficulties, it made me’
understand this work better
Self-directed

“I learned and discovered Learning

things on my own, from
internet…”
“It was modular. Walay Inaccessible Instructional
module nga hard copy.I learning materials Support 
was surprised by
everything. I panic
especially if somebody
asks a copy.”

“I started looking for

learning materials after the
meet and greet with the
students, but it was difficult
to find one
“During the full Unsafe and Provision of
implementation of face-to- unconducive Conducive
face learning, I have learning Physical
witnessed that there are environment Environment
sections with no proper
room. Some teachers are
doing their classes in the
stage and even in the
covered court which is very
hot especially during
afternoon. This set-up is
truly not conducive for
learning of the students.”

Frame 5: Competent Leadership and Management

Significant Statements Formulated Cluster Theme
Meanings

“I thought we will be The teachers Leader-led C

oriented first before we need orientation orientation O
will teach, or we will be from school M
told where the facilities or leaders. P
the people are we met. E
Instead I have to face the T
students at once because E
nobody is handling N
them… I did not know T
that I have to register in
the biometrics the next L
day, but I saw other E
teachers doing it so I A
tried putting my fingers D
but I laughed because It E
did not work…” R
S
“I think they should have H
an activity/discussion I
about the task that the P
teachers are doing aside
from their teaching. We A
needed it on the first day” N
D
“…The only thing that I The teachers Systematic M
want to suggest is aspire for a Program A
Teacher Induction systematic implementatio N
Program must be program n A
conducted before the implementation. G
deployment of the newly E
hired teachers for them to M
have the idea and to fully E
understand their role as N
an educator. I was T
already four months at
work when I had the TIP.”

“The course book that

need to accomplish by
the newly hired teacher,
though it will help, it’s just
that with the load that
was given to newly hired
teacher it seems that it is
additional burden.”

“I think the TIP should

range from 3 or more
ample of days, because it
enables the teachers to
be equipped with the
necessary skills and
knowledge that will be
very beneficial in
teaching students. One
day is not enough,
everything are overviews
and no hands-on
activities like producing
one lesson plan,
discussing issues in the
class and how they were
solves so listener like me
can think about it when
already in the
classroom.”

“…Lastly, the school The teachers Exemplary

lacks competent leaders yearn for leadership
to help, guide and excellent models
support their subordinate leadership
teachers in school and models to learn
the same time to from.
effectively address the
issues, concern and
needs of the students
that are beyond the
teachers’ capabilities to
care of.”

“…Moreover, the school

leaders should be
competent enough to
perform their specific
functions and tasks. They
should oversee the
welfare of their
subordinate teachers and
address effectively and
efficiently the issues and
concerns of both the
teachers and students in
school. If they cannot do
it, then maybe it’s time to
look for a change.”

“Teachers
need...supportive school
and district leadership to
effectively deal with the
challenges of teaching
during the pandemic.”