A Phenomenological Study of the Lived Experiences of Secondary

Beginning Teachers in Public and Private Schools

In Partial Fulfillment of the

Requirements in Practical Research I-SHS

By:

Nova O. Gornez and Jade O. Mananquil

October, 2018
 ABSTRACT

This study was concerned with the challenges beginning teachers faced when they enter the

field of education. Through the use of phenomenological approach, beginning teacher personal

reflection of experiences were recorded and analyzed to discern particular experiences that

present as the most challenging to these novice educators.

In this qualitative study, the experiences of purposely chosen beginning teachers and

experienced teachers during their beginning years in teaching were analyzed. The research

method of interpretive phenomenology was used to analyze teacher reflections for the purpose of

obtaining a better understanding of the experiences beginning teachers deem as most challenging

and these challenges include differentiation of instruction, classroom management, and the

unexpected expectations required of the teaching profession. These three primary themes are

further analyzed and interpreted in the presentation of data. The researchers concluded that

beginning teachers nowadays were challenged especially when handling different students with

different behaviors and mental capacities. Diversity of learners is one of the most prevalent

reasons why teachers experienced difficulties in differentiation of instruction and managing a

classroom.

Moreover, teachers need to be supported as they transition into their roles as beginning

teachers in differentiation of instruction for diverse learners; managing a classroom effectively;

and, most of all preparing teachers for unrealized expectations they will encounter when entering

the classrooms.
 iii

ACKNOWLEDGEMENT

First and foremost, we are very blessed and thankful to our Almighty God for giving us

strength, knowledge and wisdom to fulfill this research study.

This research study could not have been possible without the support and guidance of these

following people.

To our teacher in Practical Research I, Ms. Anrose R. Cueco, thank you so much for guiding

us through this study, for widening our perspectives in life, for believing that we can accomplish

this task, and for letting us discover how difficult and sometimes cruel this life is. It is such a big

challenge to us to complete this research study.

To the teachers who were part of this study, thank you for sharing your experiences,

knowledge and wisdom to us, and without you, this study would not be successful. We are so

glad and thankful that you gave your precious time to us despite of your busy schedules.

To our families and friends who supported and guided us from the very start and providing

our needs to achieve and complete this, thank you very much. To God be the glory!
 TABLE OF CONTENTS

Title Page ………………………………………………………………. i

Abstract ………………………………………………………………. ii

Acknowledgement ………………………………………………………. iii

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Introduction ……………………………………………………………….. 1

Problem Statement ………………………………………………………. 3

Significance of the Study ………………………………………………. 4

Definition of Terms ………………………………………………………. 5

Research Methodology ………………………………………………. 6

Data Collection Procedure ……………………………………………… 8

Data Analysis Procedure ……………………………………………… 9

CHAPTER II: RELATED LITERATURE

CHAPTER III: THE PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

CHAPTER IV: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Findings ……………………………………………………… 18

Conclusion ……………………………………………………… 20

Recommendation ……………………………………………... 21

Bibliography …………………………………………………….... 22

Appendices ……………………………………………………………… 25

Research Tool ……………………………………………... 26

Research Correspondence ……………………………………... 27

Researchers’ Curriculum Vitae …………………………….. 28

iii
A Phenomenological Study of the Lived Experiences of Secondary

Beginning Teachers in Public and Private Schools

By:

Nova O. Gornez and Jade O. Mananquil

VILLAFLORES COLLEGE
 iii

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

The field of education, especially the role of classroom teacher, brings with a host of

challenges that are unknown to other professions. The majority of teachers enter the field

knowing that the pay they will receive is subpar to many other professions; but for their own

personal reasons, individuals continue to choose teaching as a life profession. Perhaps the lure

of offering support to young learners is the overarching appeal; however, the difficulties faced in

providing support to diverse learners, a lack of adequate training in classroom management, and

in dealing with the unrealized expectations the teaching profession holds often lead to a desire to

leave the field of education.

While much research has been conducted into the reasons why teachers leave the field of

education, there is less research based on the challenging experiences of beginning teachers told

through reflection. This study will provide insight and shed into the challenges beginning

teachers feel they have dealt with: diverse learners, managing classroom behavioral challenges,

and the expectations required daily.

According to Darling-Hammond and Baratz-Snowden (2005), teaching is complex; and in order

for beginning teachers to teach effectively, they need to acquire skills or knowledge in three

general areas. The areas are knowledge of learners, subject matter, and teaching content with an

in-depth understanding of themselves as teachers and of their learners in a productive and

positive environment.

In this qualitative study, the research method of interpretive phenomenology was used to

analyze teacher reflections for the purpose of obtaining a better understanding of the experiences

beginning teachers deem as most challenging and if these challenges include differentiation of

instructions, classroom management, and the unrealized expectations required of the teaching

profession. These three primary themes are identified in the literature.

 iii

Problem Statement

Teachers in their beginning years are more likely felt difficulties in teaching because of the

different challenges that they faced. There is a plethora of reasons beginning teachers choose to

leave their professions. A lack of preparedness, inadequate support from administration, poor

working conditions, and the inability to obtain autonomy in the choices they make in their

classroom are just a few.

Balls, et al., (2011) stated that too often teachers are ill prepared for the challenges that await

them when they enter the classroom. The authors listed three key challenges new teachers face

due to unpreparedness: teacher expectations, the inability to differentiate instruction for diverse

learners, and a lack of classroom management skills.

Significance of the Study

The findings of this study will redound to the benefit of society considering that teachers

play an important role in the society today. When beginning teachers enter the field of education

and confront the realities that await them as classroom teachers, there is a sense of

disillusionment with the many requirements associated with their career of choice. Thus, for the

beginning teachers to be successful in providing the needs of diverse learners, they should

receive training and be prepared sufficiently to meet the needs of these learners prior to entering

the classroom. This research is also addressed to the administrators to have their support and

guidance with regard to the problems and challenges that beginning teachers encountered. It is

hope that the results of this study lend themselves directly to future research. For the researches,

the study will help them uncover critical areas in the educational process that many researchers

were not able to explore.

 iii

DEFINITION OF TERMS

Beginning teachers – means teachers in their first years of teaching.

Classroom management – means a set of behaviors and activities by which the teacher

organizes and maintains classroom conditions that bring about effective and efficient

instructions.

Differentiation – means a way of thinking about and approaching the planning and

implementation of curriculum and instruction with an understanding that learners differ

in important ways.

Disillusionment – is a condition of being dissatisfied or defeated in expectation or hope.

Expectations – in this study, the term expectations will primarily address the assumed

expectations beginning teachers have of themselves and of the job embedded

expectations for the teaching profession.

High positioned teachers – teachers having long experience of teaching and promoted into

higher positions.

Reflection – is a meditative and experiential form of viewing oneself in the process of learning.

Reflective practice – is the capacity with which one reflects on an action or experience which

leads to continuous learning.

 RESEARCH METHODOLOGY

Research Design

Phenomenological approach is used to describe the true and unique events and

perspectives of beginning teachers as they occur in everyday life (Welman & Kruger,1999).

Groenewald (2004) stated that phenomenology is based on the perspective and experiences of

people as they are lived. Phenomenological approach is a qualitative research method that is

used to describe how human beings experience a certain phenomenon. A phenomenological

study attempts to set aside biases and preconceived assumptions about human experiences,

feelings, and responses to a particular situation. It allows the researcher to delve into the

perceptions, perspectives, understandings, and feelings of those people who have actually

experienced or lived the phenomenon or situation of interest. Phenomenological research is

typically conducted through the use of in-depth interviews of small samples of participants.

Research Locale

The study was done at Villaflores College Tanjay City, where five of the participants are

teaching. The other beginning teacher is from Banawe High School – Pamplona District a public

school, and the other one is from Casa Marie Learning Institute Tanjay City. The other two

participants are both Principals of an Elementary School of Pamplona District, and also one of

the participants is a Supervisor who is currently working at Tanjay City Division.

 iii

Research Respondents

There are a total of ten participants of this study and nine of them are remained

confidential. Five of them are beginning teachers, two are Elementary Principals, one is a

Supervisor, and the last two are both professors of Villaflores College having a long term

experience in this profession. One of the beginning teachers is Mr. Romulo Jabas, 22-year old, a

graduate of Villaflores College, Bachelor of Science in Secondary Education Major in English

and graduated as Com Laude. He is currently residing at Brgy. Sta. Agueda, Pamplona, Negros

Oriental and presently teaching at Casa Marie Learning Institute, Tanjay City.

Research Instruments

In this study, in-depth interview was conducted and with the aid of mobile phone or audio

recorder, the answers of the participants were recorded. The interview protocols were given and

some participants chose to write only their responses.

Data Collection Procedure

The data collection was done on the month of September, year 2018. The participants

were purposely chosen to have the interview about their respective experiences during their

beginning years of teaching. After the choosing of participants, the distribution of participants’

consent was done. Those participants who chose to answer the questions written, was given an

ample time to answer it. And three of them were interviewed face to face with the help of audio

recorder to record their respective answers. Semi-structured interview was typically conducted

with a series of open-ended questions which are designed for the participants of the study.
 iii

Data Analysis Procedure

This qualitative, inquiry-based, phenomenological research study included an in-depth

analysis of the reflections of experiences beginning teachers viewed as most challenging in their

first years of teaching. More specifically, this research examined personal self-reflections that

provided insight as to the level of preparedness beginning teachers feel when they enter the

classroom to differentiate instruction, manage classrooms effectively, and deal with job-related

expectations. The participants were asked to describe in detail their experience with these three

challenges. Through personal reflection by participants, the researchers gained a clear, logical,

and descriptive disclosure of the experiences shared by participants.

The three major themes are highlighted in this study to gain pieces of information about the

difficulties and challenges that beginning teachers mostly faced, namely, differentiation of

instruction, classroom management, and beginning teacher expectations. The responses of

professionals with regard to the study were further analyzed by the researchers. According to

Headden (2014), teaching force has changed considerably in the past 20 – 30 years. “The

challenge of training for the classroom must be commensurate with the challenge of effectively

teaching within it” (Putman et al., 2014).

 CHAPTER II

RELATED LITERATURE

This research focuses on three areas that have been present in much of the corresponding

literature examining challenges beginning teachers face, namely, the preparedness beginning

teachers feel they have to differentiate instruction for all learners, the challenges that beginning

teachers face when trying to manage a classroom effectively, and the expectations beginning

teachers have of themselves and of the job-related expectations of the profession.

When beginning teachers enter the classroom for the first time, they encounter numerous

challenges. The most prevalent of these challenges is transitioning from the role of student

teacher into that of a professional educator, planning and delivering instruction to a group of

diverse learners. Learning to teach effectively requires beginning teachers to transition from

apprentice to that of a crafted and well-versed educator. A large part of this new responsibility

includes creating a classroom management system and planning instruction that is differentiated,

challenging, and meets local and state standards. In their few years of placement, beginning

teachers are required to “sink or swim”, according to NCTAF (1996). Beginning teachers are

often assigned the most challenging classes, students with special needs (Bransford, et al., 2000).
 iii

Preparedness to Differentiate Instruction

The definition of teacher has changed dramatically in the last century. A sage on stage form

of the instruction is viewed as inequitable, and the antiquated system of one size fits all in public

education is not beneficial to the majority of students. According to Tomlinson and Allan

(2000), addressing the complexity of academic diverse classrooms is one of the greatest

challenges in education today. Tomlinson and Allan contended, however, the reality is that

many students will receive instruction in the same manner as if they were essentially identical in

learning styles, readiness skills, proficiency levels, and behaviors. Tomlinson (2003) contended

that in order to meet the needs of a mixed-ability classroom of diverse learners, many adaptations

to the curriculum are necessary.

Classroom Management

Of the many challenges beginning teachers face, one of the most prevalent is managing a

classroom and engaging students effectively. Most teachers struggle from time to time is to keep

a classroom of students engaged. For beginning teachers, however, the struggle can be seen

especially daunting. “We are the authors of what happens in the classroom. Students follow our

lead and behave in ways that we unconsciously allow” (Smith, 2004). Smith 2004 contended

that the key of effective classroom management is to be conscious of student actions and

behaviors and of the actions that teachers present to the class, to develop and follow procedures

routinely, and to maintain consistency in acceptable versus unacceptable behaviors.

Beginning Teacher Expectations

According to Smith (2004), a teacher’s job is ongoing and often feels as if it is never ending.

Smith described teacher’s responsibilities as “infinite” (Smith, 2004). Smith stated further that

the single most stressful part of teaching is the unrealistic expectations that teachers have. In

Weinstein’s (1988) research on preservice teacher’s expectations regarding their first year of

teaching, she described the teachers as that beginning teacher as having “unrealistic optimism”

and a “reality shock”. Weinstein added that beginning teachers have “unrealistic expectations

about the difficulty of teaching in general and about their own ability to deal successfully with

the demands of the classroom in particular.”

The first few years in a classroom are critical for beginning teacher’s survival. Smith

(2004), award winning teachers education consultant, and international presenter, stated, “Being

a new teacher is like trying to fly an airplane while building it” and added that unrealistic

expectations beginning teachers place on them are perhaps the single largest source of stress.

The transition from being a student teacher to that of a classroom teacher brings with it many

challenges and difficult situations unknown to most other professions.

 iii

CHAPTER III

THE PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This study presents the analysis and interpretation of data with regard to the lived

experiences of five beginning teachers and five experienced teachers during their beginning

years in profession. This research focuses on three areas or themes that most beginning teachers

faced during their first years in teaching, namely, the differentiation of instruction, classroom

management, and beginning teacher expectations. These three highlighted themes further

validated by the responses of professional participants and related literature.

Differentiation of Instruction

All participants in this study said that differentiation of instruction is very challenging for

beginning teachers because of the diversity of learners, the behaviors of students nowadays are

quite difficult to handle due to different characteristics of students and different mental

capacities, and students vary in different ways that the teacher should consider of.

Classrooms today offer an abundance of technology – based instruction and learning, yet more

diversity and inclusion of diverse learners than perhaps ever before. Differentiation is varying
instructional methods and processes in such a way that all learners are accommodated

(Tomlinson, 2014). A teacher in a differentiated classroom does not classify herself as someone

who “already differentiates instruction.” Rather that teacher is fully aware that every hour of

teaching, every day in the classroom can reveal one more way to make the classroom a match for

its learners (Tomlinson, 2001, p. 5).

It is very challenging because teaching young students, is always be a big challenge.

Because nowadays, the students today are different from students of yesteryears that is why
it is a very challenging task to the part of the teacher to think of what would be the
innovations he got to use to address the uniqueness of each student in a classroom.
(Tolomia, 2018)

According to Howard Gardner, one of the biggest mistakes made throughout the centuries of

educating children is in the assumption that all children are of same or equal intelligence – this

fallacy has led educators to teach their students the same curriculum in much the same manner.

“A teacher who differentiates robustly creates environments and processes that make room for

students’ varied approaches to learning” (Dack & Tomlinson, 2015 p.15).

 iii

Classroom Management

Eight of the participants said that it is very difficult to manage a classroom especially for a

beginning teacher. (Greenberg et al., 2014) stated that beginning teachers are often

overwhelmed and frequently feel defeated as they are challenged to deliver engaging instruction

and manage appropriate behavior in their classrooms.

Yes, it is difficult because it is not easy to handle a classroom especially in having a great
number of students and diversity of learners exist. Different teaching flavors will be
applied in a class of students. (Teacher – Participant 1)

Yes, it is difficult to manage a classroom especially having a great number of students.

(Teacher – Participant 2)

Definitely difficult because you are dealing with students with different backgrounds, and
different attitudes and behavior. Also, some are dealing with issues that they can only vent
out in school. (Teacher – Participant 3)

Very difficult because of the diversity of learners. (Teacher – Participant 4)

Managing a classroom? Yes, it is a bit difficult for beginners like me. It is not easy to
handle diverse students with diverse personalities and cultured backgrounds. (Teacher –
Participant 5)

It is truly difficult to manage a classroom. This is perhaps due to their unpreparedness to

handle and control learners with different attitudes, diverse culture learned at home, and
various levels of cognitive, affective and psychomotor skills. (Teacher – Participant 6)

Yes it is very difficult to manage a classroom especially when your students came from
different families whose backgrounds are undesirable coming from areas where
civilization is not yet developed. Especially when you are teaching in lower sections,
where the voice of expression is being abused. (Teacher – Participant 9)

There is difficulty in managing a classroom. But the difficulty is not a possibility; meaning
in dealing with students in a classroom it is always filled with difficulty but to a committed
 and dedicated teacher, these difficulties around can be translated into challenges again.
(Teacher – Participant 10)

Of the many challenges beginning teachers face, one of the most prevalent is managing a

classroom and engaging students effectively. Most teachers struggle from time to time to keep a

classroom of students engaged. (Smith, 2004) said that for beginning teachers, however, the

struggle can be seen especially daunting. “We are the authors of what happens in the classroom.

Students follow our lead and behave in ways that we unconsciously allow.”

Beginning Teacher Expectations

All participants in this study expected for an enormous amount of paper works. Several

adjustments will be made and it is expected that there are a lot of paper works to do in the

beginning. There are moments where unexpected events or things happen that can be a reason

for the paper works to stagnate them and an enormous paper works will be waiting on the table.

Paper works were expected in the field of teaching. As a teacher, you expect an enormous
paper works; lesson planning, making test questions, making instructional materials,
charting, checking and recording of students’ outputs, etc. (Abrea, 2018).

According to Smith (2004), a teacher’s job is ongoing and often feels as if it is never ending.

He described teacher’s responsibilities as “infinite”. He further stated that the single most

stressful part of teaching is the unrealistic expectations that teachers faced.

Nowadays, if you are in a private school there will be less paper works, but if you are

public school teacher to be particular, there are vast opportunities for you to dwell on
 iii

paper works. And that is one of the reasons why I’m still around at the private school

because my teaching skills, the time that I have to spend with my students doing the job,

teaching them the right things in life may be less because you have to spend more time

working on the paper works and I usually hate doing paper works. (Teacher – Participant

10)

In Weinstein’s (1988) research on preservice teacher’s expectations regarding their first year

of teaching, she described the teachers as that beginning teacher as having “unrealistic optimism”

and a “reality shock”. Weinstein added that beginning teachers have “unrealistic expectations

about the difficulty of teaching in general and about their own ability to deal successfully with

the demands of the classroom in particular.”

Through this study, the researchers would like to have a deeper understanding of the

challenge to differentiate instruction, handle classroom management, and beginning teacher

expectations. Most of the participants found these three challenges a difficult one especially for

beginning teachers. (Smith, 2004) said that the first few years in a classroom are critical for

beginning teacher’s survival. “Being a new teacher is like trying to fly an airplane while

building it.”

When beginning teachers enter the classroom for the first time, they encounter numerous

challenges. Most of the participants have difficulties in differentiation of instruction because of

the diversity of learners. Managing a classroom today is quite different from yesteryears because

students have different behaviors that are difficult to handle.

 CHAPTER IV

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

FINDINGS

Based on the data gathered in this study, the following findings were drawn up:

1. How can beginning teachers’ experiences with regard to differentiation of

instruction be characterized?

The experiences of beginning and experienced teachers with regard to differentiation of

instruction were, they have experienced difficulties and being challenged because of the trends

nowadays in handling diverse learners who belong to millennial era who are sometimes under-

focused during the formative years in college and student teaching experiences, you are meeting

the different characteristics of students and different mental capacities, especially that you are

dealing heterogeneous type of students, and there are times when students do not pay attention

and find the discussion very hard to understand. Sometimes it comes to a point where you do

not know how you will teach first or if you should continue to the next topic or lesson knowing

that there are students which can be referred to as slow learners who will be left behind. So as a

teacher, you need to think for more or different classroom instructions that will help each diverse

learners learn in an easiest way.

 iii

2. How can beginning teachers’ experiences with regard to difficulties in classroom

management be characterized?

Beginning teachers mostly felt being challenged with regard to classroom management

because you are dealing with students with different backgrounds and different attitudes and

behavior. Also, some are dealing with issues that they can only vent out in school. Most

participants said that it is very difficult to manage a classroom especially in having a great

number of students and diversity of learners exist. Different teaching flavors will be applied in a

class of students. One of the participants said that there is difficulty in managing a classroom.

But the difficulty is not a possibility; meaning in dealing with students in a classroom it is always

filled with difficulty but to a committed and dedicated teacher, these difficulties around can be

translated into challenges again.

3. How can beginning teachers’ experiences with regard to expectations of the

teaching profession of the be characterized?

All of the participants were expecting for an enormous amount of paper works as a part of

the profession. Paper works were expected in the field of teaching. As a teacher, you expect an

enormous paper works; lesson planning, making test questions, making instructional materials,

charting, checking and recording of students’ outputs, etc. As a teacher, you will have to

prepare everything, you will have to prepare your classroom; you will have to prepare your

lesson plan, your syllabi, and for beginning teachers, there are so many papers to prepare.

Teaching profession is more on paper works. As a number of students increases, expect more

paper works at all types.

CONCLUSION

The researchers concluded that most of the beginning teachers have experienced difficulties

and being challenged with regard to differentiation of instruction, classroom management, and

job – related expectations when they enter the field of education. Beginning teachers nowadays

were challenged especially when handling different students with different behaviors and mental

capacities. It is truly hard to teach effectively when your students are not focused on your class

because of some reasons that affect them and especially showing undesirable attitudes.

Diversity of learners is one of the most prevalent reasons why teachers experienced difficulties in

differentiation of instruction and managing a classroom.

 iii

RECOMMENDATION

It is further the belief of the researchers that teachers need firsthand experience of the

challenges they might encounter far in advance of their first year in the classroom. The

preservice teacher should be required to enroll in behavior management courses in which a vast

array of classroom behaviors one might encounter are highlighted and viable solutions are

offered in managing the unwanted behaviors. Moreover, teachers need to be supported as they

transition into their roles as beginning teachers in differentiation of instruction for diverse

learners; managing a classroom effectively; and, most of all preparing teachers for unrealized

expectations they will encounter when entering the classrooms.

If beginning teachers are adequately prepared, the possibility and likelihood of retention is

greater. Teacher efficacy, as well as a teacher’s view of the occupation of teaching is strongly

influenced by a sense of preparedness (Darling – Hammond et al., 2005). In order to prepare our

beginning teachers for the challenges that await them as classroom teachers, a paradigm shift in

policies at both the college level and in the preservice years that affect their overall wellbeing is

needed change in education.

 BIBLIOGRAPHY

Abrea, Froilan. September 23, 2018

Balls, John, Eury, Anton & King, John. (2011). Rethink, rebuild, rebound: A framework for for

shared responsibility in education. Boston, MA: Pearson.

Bersabal, Nida L. September 23, 2018

Bransford, John D., Brown, Ann L. & Cocking, Rodney R. (2000). How people learn: Brain,

Mind, Experience and School.

Cuevas, Janice. September 03, 2018

Dack, Harrold & Tomlinson, Carol (2015). Inviting All Students to Learn. Educational

Leadership, 72, (6), 10 – 15.

Darling – Hammond, Louis & Baratz – Snowden, John. (2005). A good teacher in every

classroom: Preparing the highly qualified teachers our children deserve. San

Francisco, CA: Jossey – Bass

Gaso, Riva May S. September 26, 2018

Greenberg, James, Putman, Harry & Wals.h, Klein (2014). Training our future teachers:

Classroom management. Revised. Washington, DC: National Council on Teacher Quality

Groenewald, Tom (2004). A phenomenological research design illustrated. International Journal

of Qualitative Methods, 3(1), 42 – 55

 iii

Headden, Sid (2014). Beginners in the classroom: What the changing demographics of teaching

mean for schools, students, and society. Standford, CA: Carnegie Foundation for the

Advancement of Teaching.

Jabas, Romulo. September 27, 2018

National Commission on Teaching and America’s Future. (1996). What matters most: Teaching

for America’s future. New York.

Oroy, Ma. Jessa L. September 02, 2018

Putman, Harry, Greenberg, James & Walsh Klein. (2014). Training our future teachers: Easy A’s

and what’s behind them. Washington, DC: National Council of the mid – western

educational research association (pp. 1 – 16).

Quijano, Mary Ann. September 12, 2018

Ruiz, Randy V. September 25, 2018

Smith, Rick (2004). Conscious classroom management: Unlocking the secrets of great teaching.

Teaching Oaks. London: Sage.

Tolomia, Percival. October 02, 2018

Tomlinson, Carol Ann (2003). Deciding to teach them all. Educational Leadership, 61 (2), 6-11.

Tomlinson, Carol Ann (2014). Differentiated classroom: Responding to the needs of all learners.

Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, Carol Ann & Allan, Susan Demirsky (2000). Leadership for Differentiating schools

and classrooms. Alexandria, VA: Association for supervision and curriculum.

https://books.google.com.ph/books/about/LeadershipforDifferentiatingSchoolsC.html?=5

6hzQeSsMMC&redir esc=y

Torres, Rogelio Y. September 19, 2018

Weinstein, Carol S. (1988). Preservice Teachers’ expectations about the first year of teaching.

Teacher Education, 4 (1), 31-40.

Welman, James & Kruger, Sky. (1999). Research methodology for the business and

administrative sciences. Johannesburg, South Africa: International Thompson.

 iii

APPENDICES
 RESEARCH TOOL

Interview Questionnaire

1. How can beginning teachers’ experiences with regard to differentiation of instruction be

characterized?

 How challenging differentiation is?

2. How can beginning teachers’ experiences with regard to difficulties be characterized?

 Is it difficult to manage a classroom? Why?

3. How can beginning teachers’ experiences with regard to unrealized expectations of the

teaching profession be characterized?

 As a beginning teacher. Are you expecting for an enormous amount of paper

works?
 iii

RESEARCH CORRESPONDENCE

Participant Consent Letter

The purpose of this research study is to explore the lived experiences of Secondary Beginning

Teachers. I understand that the research is being carried out in partial fulfillment of the major

requirement in Practical Research I-SHS.

I agree to be interviewed and take part in this study.

I also understand that all the information I provide will be confidential and my name will be

anonymous throughout I agree to have the interview needed.

Signed:

Date:
 RESEARCHERS’ CURRICULUM VITAE

PERSONAL DATA

Name : Nova O. Gornez

Age : 17

Birthdate : November 05, 2000

Birthplace : Igbalatong, Datagon, Pamplona,

Negros Oriental

Home Address : Igbalatong, Datagon, Pamplona,

Negros Oriental

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : Servando C. Gornez

 iii

Mother’s Name : Juana O. Gornez

Contact Number : 09957102611

Email Address : gorneznova@gmail.com

EDUCATIONAL BACKGROUND

Secondary : Pamplona National High School

Pamplona, Negros Oriental

June 2013 to March 2017

Elementary : Pamplona Central Elementary School

Pamplona, Negros Oriental

June 2007 to March 2013

PERSONAL DATA

Name : Jade O. Mananquil

Age : 17

Birthdate : July 26, 2001

Birthplace : 64 Sansimon St. Brgy Holly Spirit, Quezon City

Home Address : Brgy. 4 Tambaca, Tanjay City, Negros Oriental

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : Rosito T. Mananquil Jr.

Mother’s Name : Imelda O. Mananquil

Contact Number : 09182979063

Email Address : jademananquilolis@gmail.com

 iii

EDUCATIONAL BACKGROUND

Secondary : Tanjay High School Legislated

Tanjay, Negros Oriental

June 2013 to March 2017

Elementary : Tambacan Elementary School

Tambacan, Negros Oriental

June 2007 to March 2013