RETIRING TEACHERS' OBSERVATIONS OF NEW TEACHERS IN THE PROFESSION: A PHENOMENOLOGICAL INQUIRY

Abstract

This qualitative study aimed to explore and understand the lived experiences, beliefs, and attitudes of retiring teachers regarding new teachers entering the profession in public elementary schools within Mangagoy I District, Division of Bislig City. It sought to capture the observations of veteran educatorson new teachers' instructional practices, classroom management, learner responsiveness, professional engagement, and continuous growth, as well as how these observations shape intergenerational beliefs and attitudes. The study was anchored on David A. Kolb’s Experiential Learning Theory (1984) and Etienne Wenger’s Community of Practice Theory (1998). These frameworks explain how long-term reflective practice builds professional wisdom and how novice educators learn through participation and guidance within a professional community.Utilizing a qualitative phenomenological research design, data were gathered through semi-structured In-Depth Interviews (IDI) with nine (9) purposively selected retiring teachers (aged 56–60 with 25–35 years of teaching service) in Mangagoy I District. Data were analyzed following Colaizzi’s seven-step phenomenological method to identify core ideas and extract essential themes while maintaining research trustworthiness and strict ethical standards.

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