Abstract
This phenomenology study aimed to explore and understand the lived experiences of mathematics teachers with multiple ancillaries. Using snowball sampling, the participating 14 mathematics teachers with multiple ancillaries were identified. All of them participated in the in-depth interviews. Results revealed the experiences of the participants: had to catch up lessons; had difficulty to divide one’s time; gained additional experiential knowledge/learning; and had developed confidence and other skills. In response to the challenges, they have faced: prioritizing and streamlining tasks; utilizing support systems and collaboration; valuing mental and physical well-being; and valuing education and learners. The participants arrived at the following insights: focusing on teaching tasks; take risks and enhance growth; develop resilience and adaptability; and have realizations towards time management. The result of this study was anticipated to be meaningful and important to the participants, school head teachers, and researchers.
