From Classroom Dreams to Reality: Lived Experiences of Beginning Teachers in Abra

Abstract

Beginning teachers often encounter significant challenges during their transition into the teaching profession, which may affect their confidence, performance, and retention. This study aimed to explore the challenges, coping mechanisms, and support needs of beginning teachers in their early years of teaching. A qualitative research design was used involving six beginning teachers as participants. Data were collected through open-ended responses and analyzed using thematic analysis to identify key themes. Findings revealed that beginning teachers experience instructional difficulties, particularly in multi-grade and early-grade teaching, classroom management, and adjusting to new professional roles. These challenges are commonly associated with self-doubt and perceived inadequate preparation. To cope, teachers relied on professional development activities, self-directed learning, mentorship, and peer support, as well as personal qualities such as persistence and positive attitudes. The study highlights the need for structured support systems, including mentoring and coaching programs, targeted training, and induction programs. Strengthening institutional support can enhance teacher effectiveness, well-being, and retention while fostering a more supportive learning environment for students.