Navigating the Trials and Triumphs: Lived Experiences of Novice Mathematics Teachers in Large Public Schools

Abstract

The study explores the lived experiences of novice mathematics teachers in large public schools in the Philippines. The study aims to understand the motivations, challenges, coping strategies, and pedagogical insights of teachers handling diverse learner groups. Using a phenomenological research design, 12 novice mathematics teachers were purposively selected, and data were collected through semi-structured interviews. Thematic analysis identified five key themes: (1) commitment to student empowerment and educational impact, (2) influence of prior experiences and teacher role models, (3) classroom management and diverse learner needs, (4) collaborative and adaptive teaching strategies, and (5) patience, flexibility, and student-centered approaches. Findings reveal that teachers are intrinsically motivated to foster student confidence and engagement despite challenges posed by large class sizes, varying learning abilities, and limited instructional resources. The study underscores the importance of mentorship, professional development, and adaptive teaching practices in enhancing teacher efficacy and student learning outcomes. These insights provide valuable implications for educational policy, teacher training programs, and school-level strategies to support novice mathematics educators.