| 000 | 02557nam a2200229 i 4500 | ||
|---|---|---|---|
| 003 | CHED | ||
| 005 | 20250403102437.0 | ||
| 007 | ta | ||
| 008 | 250325e2025 ph ||||| |||| 00| 0 eng d | ||
| 040 | _cCommission on Higher Education | ||
| 100 | 1 | _aAguilar, Arvelyn M. | |
| 245 | 1 | 0 |
_aSecond-career teachers _b : support from administrators and co-teachers, and self-developed values _c / Arvelyn M. Aguilar |
| 260 | 3 |
_aMidsayap, Cotabato _b : Notre Dame of Midsayap College _c,2024. |
|
| 500 | _aThesis (Master of Arts in Education major in Educational Administration) -- Notre Dame of Midsayap College, May 2024. | ||
| 520 | 3 | _a20tre 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. | |
| 650 | 1 | 0 | _aCareer change |
| 650 | 2 | 0 |
_aAdministrators _xSupport of teachers |
| 650 | 2 | 0 | _aProfessional development |
| 856 | 4 | 0 |
_uhttp://181.215.242.151/cgi-bin/koha/opac-retrieve-file.pl?id=857bf43f6cf7b8bf017b63cbf56d93e2 _zAbstract |
| 856 | 4 | 0 |
_uhttp://181.215.242.151/cgi-bin/koha/opac-retrieve-file.pl?id=b4db8b3aed511f216488836076bd10a2 _zTable of Contents |
| 942 |
_2lcc _cTD _n0 |
||
| 999 |
_c7408 _d7408 |
||