TY  - BOOK
AU  - Aguilar,Arvelyn M.
TI  - Second-career teachers:  : support from administrators and co-teachers, and self-developed values
PY  - 2024///.
CY  - Midsayap, Cotabato 
PB  -  : Notre Dame of Midsayap College
KW  - Career change
KW  - Administrators
KW  - Support of teachers
KW  - Professional development
N1  - Thesis (Master of Arts in Education major in Educational Administration) -- Notre Dame of Midsayap College, May 2024
N2  - 20tre Jame of Siisayap €College
Graduate School

Abstract

This study aimed to delve into the lived experiences of second-career teachers, their
challenges, and their insights about being a teacher. The researcher adopted the qualitative
phenomenology design to interview the fifteen conversational partners using the Interview
Guide. The researcher interviewed the second-career teachers about their lived
experiences, and the conversations were audio-recorded. Then, the data were analyzed
using phenomenological explications and thematic analysis. Second-career teachers offer
distinct viewpoints and life experiences that enhance the learning environment. 

They often enter teaching profession  from various professional backgrounds and have unique difficulties adjusting 
to the complexities of teaching. thus, strong support systems are vital. Administrators' and co-teachers' support serves as a
cornerstone for the successful integration of second-career teachers. Mentoring, guidance, and tailored professional
development can foster an inclusive culture that values diverse skills and backgrounds.

Furthermore, clear communication channels and constructive feedback mechanisms are
essential for addressing second-career teachers' unique needs and concerns, ensuring their
continued growth and efficacy in the classroom. Second-career teachers improve student
learning experiences and cultivate a sense of authenticity and role fulfillment by matching
their teaching practices to their fundamental values
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ER  -