Beyond Subject Teaching: Experiences of Novice Teachers as First Time Class Advisers

Abstract

This study explored the experiences of novice teachers assigned as class advisers beyond their subject teaching roles in selected public and private schools in Bukidnon, Philippines. Specifically, it examined the reasons for their assignment to advisory classes, the challenges they encountered in fulfilling this role, the strategies they used to cope with these challenges, and the advice they could offer to other novice teachers. The study employed a qualitative research design using a phenomenological approach to capture the lived experiences and personal meanings that novice teacher-advisers attach to their advisory work. Data were gathered through semi-structured interviews with novice teachers serving as class advisers, and the transcripts were analyzed using thematic analysis to identify recurring themes across participants’ narratives. Findings revealed that novice teachers were primarily assigned as class advisers due to institutional needs such as teacher shortages, workload distribution, and administrative decisions, often with limited consideration of their readiness or prior advisory experience. Participants reported multiple challenges, including balancing teaching and advisory responsibilities, managing diverse student behaviors, handling sensitive learner concerns, complying with documentation and reporting requirements, and sustaining communication with parents and school administrators. To cope with these demands, novice teachers sought guidance from more experienced colleagues, improved their organization and time management, built positive relationships with students, used digital tools for record-keeping and communication, and engaged in reflective practice, consistent with coping patterns noted in related studies on novice teachers. The study concludes that while class advisership poses significant difficulties for novice teachers, it also serves as a meaningful avenue for professional growth when institutional support, mentoring, and opportunities for reflection are present. The insights generated may inform school leaders and policymakers in designing more responsive induction programs, workload arrangements, and support mechanisms for novice teacher-advisers.