V3I6P53

Navigating the Experiences of Teacher Certificate Program (TCP) Completers in South Butuan District

Yumico Supangan^1*, Dr. Rodelio B. Pasion²

Abstract

This study explored the lived experiences of Teacher Certificate Program (TCP) completers during their early years in the teaching profession in South Butuan District. Specifically, it examined the benefits, challenges, coping strategies, support systems, and professional aspirations of TCP completers as they transitioned into classroom teaching. Employing a qualitative phenomenological research design, the study involved ten (10) beginner teachers with 0–3 years of teaching experience and prior non-teaching professional backgrounds, selected through purposive sampling. Data were gathered using validated semi-structured interviews and analyzed through thematic analysis, supported by artificial intelligence (AI) tools for data organization and coding while maintaining fidelity to phenomenological interpretation. Findings revealed that TCP completers developed effective classroom management and learner-centered teaching practices through actual teaching experience. However, they encountered challenges related to classroom management, instructional delivery, professional adjustment, and administrative workload. To address these challenges, participants employed resilience, time management, collegial support, faith, and self-care strategies. School-based mentoring, leadership support, and professional development initiatives significantly facilitated their adjustment and competence. Furthermore, TCP completers demonstrated strong aspirations for graduate education, career advancement, and continuous professional growth. The study underscores the importance of sustained institutional support in strengthening beginning teachers’ transition and professional development.

Keywords:

Teacher Certificate Program, Lived Experiences, Beginning Teachers, Professional Development, Phenomenology