The Lived Experiences of Public School Teachers in Implementing New Educational Programs and Policies: A Phenomenology

This study explored the lived experiences of public school teachers in implementing new educational programs and policies in selected public elementary schools in Cebu Province, Philippines. Using a descriptive phenomenology design, fourteen (14) teachers were purposively selected, and data were gathered through one-on-one in-depth interviews using a semi-structured interview guide. The data were analyzed through thematic analysis by Braun and Clarke, and the trustworthiness of the study was ensured through member checking and the maintenance of an audit trail. Five major themes emerged from the analysis, organized under the acronym NOVEL: Navigating New Expectations, Overcoming Challenges and Uncertainties, Valuing Opportunities for Growth, Emotional Experiences and Adaptation, and Learning and Transforming Practice. Findings revealed that teachers experienced confusion and ambiguity when adjusting to new instructional mandates, confronted systemic barriers such as scarce materials, insufficient training, and heavy workloads, yet also perceived reforms as opportunities for professional growth. Teachers navigated significant emotional strain while developing resilience, and through sustained reflection and support, they transformed their instructional practice. Recommendations for sustained responsive professional development, adequate resources, collaborative support structures, and meaningful teacher participation should be proposed to strengthen reform implementation in public schools.