Lived Experiences of Faculty Members Handling Core Subjects in the Elementary Education Programme
Keywords:
core subjects; coping practices; faculty members; institutional support; student learning outcomesAbstract
Teaching is not only a profession but also a vocation that demands both expertise and commitment. This study explored the lived experiences of faculty members handling core subjects in the elementary education programme of a state university. Using a qualitative descriptive design, six faculty members from the College of Education were selected through purposive sampling. Data were collected through semi-structured interviews and analysed using reflexive thematic analysis. Findings revealed two themes regarding teachers’ experiences: (1) mastery and relevance of core subjects and (2) commitment to assigned tasks. Strategies employed in teaching included (1) applying innovative instructional approaches and (2) maintaining a positive mindset toward required proficiencies. Challenges encountered highlighted three themes: (1) students’ perceptions of lesson planning, (2) additional workloads, and (3) the inherent demands of core subjects. To cope with these, participants reported (1) establishing strong relationships with students, (2) employing differentiated instruction, and (3) fostering an encouraging classroom atmosphere. Overall, the study demonstrates that while faculty members face considerable challenges in teaching core subjects, their sense of dedication and passion enables them to navigate difficulties and sustain effective instruction. The findings offer practical implications for higher education institutions to provide stronger support systems, reduce workload burdens, and enhance professional development opportunities, ultimately improving both teaching quality and student learning outcomes.
https://doi.org/10.26803/ijlter.24.10.22
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