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American Journal of
Arts and Human Science (AJAHS)
Challenges and Performance of Novice Teachers: Basis for School Management Plan
Angelito U. Felisilda1*, Gina F. Labitad1, Jovit D. Comon1
Volume 3 Issue 4, Year 2024
ISSN: 2832-451X (Online)
DOI: https://doi.org/10.54536/ajahs.v3i4.3866
https://journals.e-palli.com/home/index.php/ajahs
Article Information ABSTRACT
Received: September 30, 2024
Accepted: November 04, 2024
Published: December 07, 2024
Novice teachers face signicant challenges, particularly in classroom and time management
and adapting to diverse student needs, which can impact their effectiveness and job satisfac-
tion. This study examined the factors inuencing the performance of 400 novice teachers in
Cagayan de Oro City’s Southwest I and II Districts during the 2023-2024 school year. Using
a questionnaire and analyzing data through descriptive statistics, Pearson Correlation, and
one-way ANOVA, the study found that many teachers entered the profession later, with a
majority aged 41 or older, predominantly female, holding Teacher II positions, and having
prior experience in private schools. Results highlight that strong classroom management
and the ability to adapt to student diversity are key to a novice teacher’s success. Effective
classroom management contributes to a positive learning environment, enhancing student
engagement and achievement, while adapting to diverse needs fosters inclusivity and reduc-
es disparities, helping teachers manage stress and avoid burnout. Recommendations urge
school leaders to create supportive environments emphasizing time management, profes-
sional development, and community engagement, employing the School Management Plan
to foster teacher growth. This holistic approach aims to empower novice teachers, ultimately
improving their effectiveness and contributing to better student outcomes.
Keywords
Challenges, Performance of
Novice Teachers
1 PHINMA Cagayan de Oro College, Philippines
* Corresponding author’s email: felisildaangelito2@gmail.com
INTRODUCTION
Novice teachers face a great number of challenges as
they enter the teaching profession, but these challenges
are often balanced by opportunities for growth and
development; while novice teachers face signicant
challenges in their early years of teaching, they also
demonstrate resilience, adaptability, and a commitment to
continuous improvement that indicates for their future
success in the profession. With support, mentorship,
and opportunities for professional development, novice
teachers can overcome these challenges and make
meaningful contributions to student learning and school
communities.
Further, the Department of Education issued
DepEd Order No. 2 s. 2015 on the Guidelines on the
Establishment and Implementation of the Results-Based
Performance Management System (RPMS). As a learner-
centered institution, the Department of Education
(DepEd) is committed to continuously improving itself
to better serve the Filipino learners and the community.
The adoption of SPMS in DepEd strengthens the culture
of performance and accountability in the agency, with the
DepEd’s mandate, vision and mission at its core. Finally, it
is necessary to link the SPMS with other systems relating
to human resources and to ensure adherence to the
principle of performance-based tenure and incentives.
In line with the new professional standard for teachers,
the Department of Education, through the Teacher
Education Council, issues the DepEd Order no. 42 s.
2017, entitled National Adoption and Implementation of
the Philippine Professional Standard for Teachers (PPST).
DepEd recognizes the importance of professional
standards in the continuing professional standards in the
continuing professional development and advancement
of teachers based on the principle of lifelong learning.
It is committed to supporting teachers and taking
cognizance of unequivocal evidence that good teachers
are vital to raising student achievement. Quality learning
is contingent upon quality teaching.
Novice teachers face numerous issues and especially
ones pertaining to students, professional knowledge
and expertise gaps, workplace issues, and educational
concerns. According to Chandran’s (2022) research,
issues that new teachers encounter have a big inuence
on the manner in which they teach. Negative feelings,
a decline in condence, and a diminished dedication to
teaching may arise from this challenge. In order to help
new teachers overcome these obstacles and eventually
improve their effectiveness as educators, it is crucial to
offer them support and direction.
It is of utmost importance to conduct a study on the
challenges and performance of novice teachers in the
Southwest I and II Districts, Division of Cagayan de
Oro City. The Department of Education has recognized
the professional development in enhancing teacher
prociency and instructional practices, there remains a
signicant gap in teacher development in this specic
district. Bridging this gap is crucial not only for the
professional growth of educators but also for the overall
improvement of teacher performance and, consequently,
the quality of education.
The objective of this study is to determine the unique
challenges and their performance as novice teachers
assigned in the Southwest I and II Districts. With
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this knowledge, it is possible to implement focused
interventions, courses for professional development,
and support networks that will empower learners,
improve their ability to teach, and motivate them to take
an active role in their own professional growth. In the
end, the study is expected create better opportunities for
education for children in the school and raise the bar for
educational standards.
LITERATURE REVIEW
Classroom Management
Many novice teachers discover that classroom
management is a major effort as they learn to properly
handle student conduct while also creating a helpful
and productive learning environment. For novice
teachers, classroom management is a regular source of
difculty. It entails organizing the classroom, motivating
the pupils, upholding rules, and encouraging effective
communication (Nagler, 2019). Cakmak (2019) said
that the rst few years of teaching are crucial for new
instructors since they encounter a range of challenges
and strange situations in addition to learning the essential
skills. Occasionally, when teaching, an issue will come up
that needs a teacher to decide right once how to handle it
in the classroom.
As a result, both ofcial instruction and rst-hand
experiences teach preservice teachers about classroom
management and disciplinary strategies. From their
time spent working in the associated eld, they acquire
efcient classroom management skills. New teachers nd
it challenging to maintain order in the classroom (Saleem,
Muhammad & Masood, 2020a, 2020b). According to
Miller et al. (2019), teachers must maintain composure
and avoid displaying negative emotions, even when faced
with challenging conduct from their students.
Lesson Planning
Lesson planning is a fundamental aspect of teaching, and
novice teachers often face various challenges in this area.
They are signicantly challenged due to lack of guidance
and resources for lesson planning and lot of factors
inuencing novice teachers in selecting, developing, and
using learning materials, shedding light on the challenges
they encounter in this aspect of lesson planning. One
of the most important aspects of teaching that novice
teachers frequently struggle with is lesson planning. For
many inexperienced teachers, creating engaging lesson
plans is a signicant difcult. Along with excitement
and energy, new instructors also bring a unique set of
demands to their classrooms. While seasoned educators
may become defensive when presented with lesson plans,
classroom management strategies, and helpful criticism on
their teaching, novice educators seem to yearn for these
kinds of resources. School ofcials should understand
that new teachers require scaffolded guidance just like
students do (Bailey, 2019).
The kinds of difculties they encounter and how
inexperienced and seasoned educators approach or
respond to difculties It hasn’t been extensively discussed
how judgments made by novice teachers regarding lesson
preparation, materials development, and delivery methods
might be signicantly inuenced by their creativity and
critical thinking skills. Still, conceptual papers detailing
creative and critical thinking-inspired learning have been
published (Waterman, 2020). The decisions that novice
teachers make would eventually lead to success or failure
of lessons. While lesson failure is to be accepted in the
context of novice teachers, there must be ways for novice
teachers to be mentored effectively so that they can be
more aware of mistakes and can learn quickly from them.
The main role of teaching practice supervisors or teacher
mentors would then be to maximize learning (Waterman,
2020).
Student Engagement
Novice teachers often face difcult challenges when
it comes to effectively engaging their students. Student
engagement is critical to improving academic achievement
and establishing a positive learning environment. These
issues can be exacerbated by a teacher’s inexperience with
teaching methods, lack of knowledge, or ignorance of the
needs of their students. The absence of resources and
guidance for effective class planning typically causes new
teachers to struggle, which lowers their capacity (Gray,
2019).
Amerstorfer (2021) asserts that a variety of factors
related to unique learner characteristics, the teacher, the
method of instruction, peers, and other components of
the learning environment inuence students’ involvement
in their academic work. Academic engagement can be
inuenced by a variety of factors, including affective,
social, task-related, communicative, metacognitive, and
cognitive ones. The factors that impact an individual’s
participation in higher education are not isolated; rather,
they are linked and intersect.
Students’ academic engagement depends on a
variety of factors that are related to personal learner
characteristics, the teacher, the teaching methodology,
peers, and other features in the learning environment.
Components that inuence academic engagement can
be cognitive, metacognitive, affective, social, task-related,
communicative, and foreign language-related. Rather
than existing in isolated spheres, the factors contributing
to an individual’s academic engagement intertwine
and overlap. The relationships students cultivate with
others are prominent in several of these areas. Positive
interpersonal relationships enhance individuals’
enthusiasm for learning (Mercer & Dörnyei, 2020), which
benets sustainable learning success and self-condence.
The relationships between students and teachers and
the perceptions students have of their teachers seem to
be particularly inuential on students’ engagement in
academic undertakings.
Time Management
Due to the numerous duties involved in teaching, novice
teachers frequently encounter considerable difculties in
efciently managing their time. Based on these studies,
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it appears that in order for new instructors to effectively
manage their time and deal with daily challenges, they must
prioritize work and plan ahead (Schuls, 2020). Stewart
(2022) asserts that because they have less classroom
experience, new teachers frequently have trouble
managing their time. For new teachers, the rst few years
of teaching are a daunting time as they have to learn a lot
of new skills, like managing the classroom, delivering the
curriculum, and communicating with parents.
Developing lesson plans for several classes, managing
deadlines, and creating instructional materials are just a
few of the time management issues that novice teachers
frequently encounter. Effective time management is an
essential skill for educators, and novice educators may
invest more time in preparation than their more seasoned
peers (Oliver, 2019). The study by Bruno et al. (2019)
delves into the challenges and barriers faced by novice
teachers in public schools. It explores various aspects such
as students’ disruptive behavior, workload management,
stress, lack of support, and the need for coping strategies
to help novice teachers navigate their initial years in the
profession. The research sheds light on the experiences
of novice educators and the importance of addressing
these challenges to support their professional growth and
development. Novice teachers need to spend additional
time and resources on what is considered as routine tasks
for veteran teachers.
The research conducted in 2019 by Bruno, Rabovsky, and
Strunk explores the difculties and obstacles that new
teachers in public schools encounter. This study delves
at a number of topics, including disruptive behavior by
students, managing workloads, stress, a lack of support,
and the necessity of coping mechanisms to assist new
instructors in navigating their rst years of teaching.
The study provides insight into the experiences of new
teachers and emphasizes how critical it is to address these
issues in order to foster their professional development.
It takes more time and resources for novice teachers to
complete activities that experienced teachers consider
routine.
Parental Communication
Novice teachers often encounter signicant difculties
in communicating effectively with parents, which can
impact parental involvement and children’s education.
These communication barriers can hinder the
establishment of strong partnerships between teachers
and families, affecting the overall learning experience for
students. Addressing these challenges through improved
communication strategies and fostering positive
relationships with parents is crucial for novice teachers
to enhance parental involvement and support student
learning effectively.
The quality of communication between teachers and
parents has a signicant impact on student performance
and attendance at educational institutions. Parent-teacher
communication has several benets for teachers, the
school, and parents. However, a variety of problems make
parent-teacher communication in school settings less
effective (Ozmen, 2019). Parental involvement in their
children’s education consists of two main components.
The emphasis of one dimension is usually placed on the
efforts made by parents to be involved in their children’s
education. When parents and other family members use
and invest resources in their children’s education, it is
generally referred to as parental engagement (Education
Encyclopedia, 2021).
Hannon (2022) claims that inexperienced educators face
numerous difculties when trying to communicate with
parents. These difculties might range from personal
barriers to sociocultural and eld-specic impediments.
Although communication between schools and parents
can provide unique problems for female teachers,
these differences in difculty are not always statistically
signicant.
Adapting to Diversity
Beginner Teachers’ individual experiences and cultural
backgrounds shape their views on diversity. These beliefs
may affect their capacity to instruct a variety of student
populations (Little, 2019).
The signicance of fostering cultural competence in
new instructors is emphasized by (Hamdan, 2022).
This entails recognizing and honoring the various
cultural backgrounds of students as well as modifying
instructional approaches to suit their requirements. By
tackling these issues and offering guidance and materials
to inexperienced educators, schools may assist them in
adjusting to diversity in the classroom and establishing
inclusive learning spaces where every student can succeed.
Continual professional development, mentorship, and
teamwork among peers can also help new teachers
ourish and succeed in working with a variety of student
demographics.
To properly adjust to diverse classes, novice teachers
require guidance and assistance. This involves giving
people regular chances and tools to improve their cultural
competency, lessen cognitive dissonance, and lessen
opposition to diversity (Haddad, 2019).
Teachers who face complexity and difculty are learning
how to adapt their social roles and relationships, which are
deeply ingrained in their identity, and how to learn from
these changes. Workload, social position and identity,
supervisors (school administrators and inspectors), and
student diversity are among the most common adaption
issues that new teachers encounter (Eguray, 2019).
All of these studies highlight how crucial it is to provide
mentorship, support, and culturally sensitive pedagogy
to new teachers so they can adjust to diverse classes. To
address the difculties in adjusting to various student
groups that new teachers encounter, further study and
training are necessary, according to (Koubek, 2023).
Teacher Performance
Teacher performance is a multifaceted assessment
of educators’ effectiveness in delivering instruction,
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fostering student learning, and contributing positively
to the educational environment. Donkoh et al. (2023)
investigated how quality education management
affects pupils’ academic performance, emphasizing the
signicant impact of teachers’ efforts. The study found
that teachers’ efforts have the highest impact on pupils’
academic performance among all the managerial function
variables in the research.
Teachers are agents of change who seek opportunities to
positively impact teaching quality, school improvements,
and student achievement. Despite the large effect of
teachers on student performance, disadvantaged schools
are not always staffed with the highest quality teachers.
Effective teachers must understand the abilities and
talents of their students and the processes and strategies
students use to construct knowledge. The most easily
changed aspect inuencing student learning and
outcomes is the caliber of the learning environment.
Teachers’ attitudes, beliefs, and behaviors affect students’
learning environments, drive them to succeed, and have
a signicant impact on their general well-being. They are
also strongly tied to the coping mechanisms they employ
in their day-to-day work (Gilakjani, 2019).
In a similar vein, Achaa (2023) emphasized the value of
performance evaluation systems in improving student
achievement and instructor efcacy. Performance reviews
assist employees see their areas of strength and growth
by being transparent about expectations and actual
performance. The objective system of appraisal assesses
teachers and their instruction by using a supervisor’s
analysis.
Content Knowledge and Pedagogy
Both pedagogy and content knowledge—the latter
covering the art and science of instructing pupils in that
subject—are crucial elements of good teaching. The
former reects a thorough mastery of the subject matter.
According to Yazdanmehr et al.’s (2019) research, learner-
centered instruction, cognitive abilities, and experience
of teachers are all favorably and signicantly connected
with pedagogical content knowledge. Professional
development and pedagogical subject understanding have
a statistically signicant causal link, according to the study.
For the purpose of teacher professional development,
teachers’ lesson preparation, class management, problem-
solving, learning assessment/feedback, and task design
must be taken into consideration in teacher education
programs or teacher evaluation programs.
Despite clear curricular guidance to participate in higher-
order questioning, instructors’ questions and comments
are still remarkably low-level (63%) as noted by Neuman
& Danielson (2020). Additionally, the study discovered
that teachers who possessed greater content and
pedagogical knowledge were better able to implement
the curriculum in an ethical manner. These ndings
point to the necessity for professional development to
pay more attention to instructors’ content understanding
and practical applications. The results indicate that, in
order to facilitate the excellent execution of content-
rich curricula, there should be a stronger focus on the
integration of pedagogy and domain-specic content in
teacher professional development.
In a different remark, Ningsih (2020) emphasized the
value of pedagogical content knowledge for educators,
highlighting the necessity of comprehending the subject
matter in addition to efcient teaching techniques. This
implies that educators need to be extremely knowledgeable
about the material they are teaching as well as how to
present it to students in an engaging way.
Diversity of Learners
The diversity of learners includes a range of factors
pertaining to cultural diversity, inclusive education, and
student diversity, according to Semilao (2023). Cultural
diversity in education can take many different forms,
inuencing students’ learning through social class,
ethnicity, religion, and nationality, among other aspects
of their identity. Consequently, ensuring that all children
and youth are effectively included in schools is one of
the largest issues facing educational systems around
the world. Teachers have important roles to play in this
process to ensure success.
In order to establish, promote, and maintain inclusive
societies, it is imperative that education practices
worldwide address the issue of learner diversity. A
crucial rst step toward creating inclusive society would
be implementing inclusive best practices in educational
institutions. The process of transforming schools
and other learning environments to accommodate all
children—boys and girls, students from different ethnic
and linguistic minorities, those living in rural areas, those
impacted by HIV and AIDS, and those with exceptional
learning needs—is known as inclusive education,
according to (Possi, 2019).
Learning Environment
To address students’ varied needs and experiences,
promote fair access to school, and improve learning
outcomes overall, it is imperative to create an inclusive
and encouraging learning environment. Moreno &
Fontenot (2022) contended that there has been a notable
rebirth of cultural and personal views in our society in
recent times, which has impacted the general atmosphere
and customs in our schools today. In order to assure the
success of heterogeneous populations in Pre-K–12 and
postsecondary education, he went on to argue that the
integration of multicultural theoretical approaches is
imperative. Respect for the opinions, convictions, and
values of students should be personied in the learning
environment, which should welcome variety.
Celik (2019) found that meeting students’ needs through
tailored instruction can result in a tipping point and
create a positive learning environment. Differentiated
instruction is critical to enhancing student learning
outcomes, according to the study. One kind of teaching
that acknowledges and addresses the various learning
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requirements of pupils is called differentiated instruction.
The process include tailoring the instruction’s content,
methodology, and end product to each student’s unique
needs. Students felt more suitably challenged and engaged
in their learning when they received varied instruction,
according to the study. A more learner-centered
classroom atmosphere can be produced by teachers
who use differentiated instruction, and this can boost
students’ motivation and engagement. However, student
instructors lack condence in implementing difference
even when they understand its necessity. Thus, in order
to help teachers become procient in the art of effective
differentiation of instruction, professional development
opportunities are crucial.
Parallel to this, Mavuso (2020) conducted a qualitative
study with eighteen senior phase teachers in South
Africa to investigate and characterize the ways in which
they offer learning help to students identied as having
particular learning difculties in their classrooms. The
ecological systems theory developed by Bronfenbrenner
was employed in the study to determine the obstacles that
impede learning support procedures. The study discovered
that obstacles faced by students included severe language
hurdles, problems with reading and writing, several
obstacles faced by each student individually, contextual
obstacles, and behavioral obstacles. Participants stated
that they lacked the necessary competencies to handle
these hurdles and that they hindered learning support
activities.
Curriculum and Planning
In order to facilitate successful teaching and learning
experiences, curriculum and planning entail the
methodical creation and arrangement of educational
content, objectives, and methodologies. In 2023,
Dalagan and Lunay conducted a study to examine
teachers’ lived experiences with curriculum and
planning domain performance, as well as their level of
capability in completing each goal and the development
priority assigned to each goal. They discovered that the
pedagogical expertise of the instructor plays a critical
role in transforming curriculum content into engaging
learning activities that are based on the requirements of
the students and the availability of teaching materials.
The results of the study showed that the teacher
had a high degree of capability in completing each
goal and that each goal was given high priority for
development. Teachers organized lessons in advance to
guarantee sustained engagement, and they scaffolded
and encouraged students to nish assignments using a
developmentally appropriate approach. The study also
underlined how crucial pedagogical expertise of teachers
is to developing efcient learning and teaching settings
for every student.
Similarly, Siahaan et al.’s (2022) describes how to prepare
to maximize learning and enhance teacher performance.
They discovered that exceptional pupils come at the end
of the learning process, and that increasing instructor
performance comes at the beginning. The study
determined four planning stages—greedy organization,
work intensication, performativity, and identifying
organizational strengths—for enhancing teacher
effectiveness and maximizing learning.
Assessment and Reporting
A vital part of the educational process, assessment and
reporting involve the methodical appraisal of students’
performance as well as the open sharing of their
advancements and successes with stakeholders and
other students. In order to analyze student achievement
in thematic learning in elementary schools, Waqni
et al. (2021) carried out a study on teacher planning,
implementation, and reporting. Planning is essential for
deciding on the performance assessment to meet the
objectives, selecting activities that are appropriate for
students, establishing assessment criteria, and creating a
performance rubric, according to the study. According
to the study, reports of performance assessments are
sent to participants at PTC, school administration teams,
students, and other teachers in the form of gures
and descriptions. The study suggests that in order
to get around time constraints, teachers should give
students comprehension information before assigning
performance assignments. The study emphasizes how
crucial it is to have high-quality teachers in the teaching-
learning process and how performance evaluations may
be used to help students learn.
Findings from assessments can inform instruction and
guarantee that the curriculum is thoroughly covered.
According to Asamoah-Gyimah (2021), educators use
assessment results to organize lessons, measure students’
academic development, choose which curriculum strands
to focus on in class, and analyze the overall success of
their instruction for the academic year. According to
the study, postsecondary educational institutions that
prepare teachers should keep emphasizing “assessment
in schools” to prospective teachers in order to improve
their understanding of and use of assessment data for the
maintenance of effective “assessment data use practices”
in basic education schools.
Community Linkages and Professional Engagement
Nessipbayeva (2019) emphasized the signicance of
comprehending teacher competencies and needs in
adapting to shifting educational landscapes. The goal of
the study was to ascertain the instructional competencies,
developmental needs, and performances of instructors
in the new normal based on SAT-RPMS. Lansing
(2023) reported that although educators recognize the
advantages of community engaged teaching in fostering
student development and community impact, they also
voice reservations over the time commitment involved.
Successful community collaborations include establishing
trust, determining the requirements of the community,
and creating adaptable programs.
Successful schools depend on their relationships with the
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community, which frequently offer resources and supports
to staff, families, and students that go beyond what is
normally offered by the school. In return, community
partners get knowledge about the inclusive culture of
schools through their partnerships with them, (Gross,
2019). School-community partnerships are dened by
Williams and Gonzalez-DeHass (2022) as signicant
connections with individuals, groups, and companies in
the community who are dedicated to collaborating and
sharing accountability for growing students’ intellectual,
social, and emotional development. Partnerships between
the community and schools have the potential to enhance
student achievement and post-school results while also
having a positive knock-on effect on the community.
According to Aurbach (2020), genuine partnerships
are “respectful alliances among educators, families, and
community groups that value creating relationships,
having conversations, and sharing power as components
of a democratic, socially just school”. Establishing
successful school-community partnerships requires the
creation of genuine, trustworthy relationships.
Personal Growth and Professional Development
According to Nagpal (2020), the education system has
evolved along with the globe, transforming the function
of teachers in society. Teachers have various problems in
teaching 21st-century students, in addition to being viewed
as the center of society. For this reason, professional
development plays a critical role in shaping their attitudes
and actions. Professional development calls for expertise
in subject matter, pedagogical content, student disposition,
context, and pedagogy in addition to familiarity with
methods, resources, and tactics for fostering a positive
learning environment. Professional colleges are where
the rst stage of professional preparation takes place, and
the supportive atmosphere there has a signicant impact
on the success of professional development during this
phase. It is well acknowledged that in-service education
is a powerful tool for bringing about change in both the
educational system and society at large. Teachers’ roles
in the twenty-rst century have shifted signicantly from
that of pedagogues to those of facilitators.
Moreover, Mageswari & Nalini (2022) stressed the critical
part teachers play in kindling students’ daily excitement
for learning. Teachers like this actively encourage pupils
to think critically and creatively because they are the
main teachers implementing the curriculum in the
classroom. In addition, educators have a crucial role in
forming society at large as well as encouraging sustainable
growth within it. Furthermore, as noted by Haroon et al.
(2023), schools must cultivate a culture that recognizes
and encourages continued professional development
for teachers. Teachers expressed difculties nding a
work-life balance, and that their inability to participate
in professional development activities was hampered by
conicting obligations, including those related to their
families and personal lives. They also mentioned how
the administration of the institution did not encourage
them to pursue professional development. Increasing
support for teachers’ professional development and
fostering a culture that promotes lifelong learning are two
recommendations made by the study. Training, practice,
feedback, and a long-term commitment are necessary for
effective professional development.
Statement of the Problem
The study attempted to determine the level of challenges
and performance of novice teachers in Southwest I and
II Districts, Division of Cagayan de Oro City, for the
School Year 2023-2024. The result of the study would
be the basis for the school management plan. Specically,
this study sought to answer the following:
1. How are the respondents characterized in terms of
age, sex, position, working experience, seminars/trainings
attended on induction program, distance from residence
to schools, and attitude towards school assignment?
2. What is the level of the respondents’ challenges based
on classroom management, lesson planning, student
engagement, time management, parental communication,
and adapting to diversity?
3. What is the level of the teacher’s performance with
regard to content knowledge and pedagogy, learning
environment, diversity of learners, curriculum and
planning, assessment and reporting, community linkages
and professional engagement, and personal growth and
professional development?
4. Is there a signicant relationship between the
respondents’ challenges and their performance?
5. Is there a signicant difference in the respondents’
challenges and their performance when grouped
according to their characteristics?
6. Based on the ndings of the study, what school
management plan on novice teachers’ challenges can be
designed?
Theoretical Framework
Kolb’s Theory of Learning examines ideas that are
comparable to those found in school-based learning.
It highlights the value of hands-on learning and the
conversion of experience into knowledge. Its two
frameworks are the Implicit Theory of Intelligence and
Self-Efcacy for Teaching: This approach integrates
the implicit theory of intelligence and self-efcacy for
teaching. The impact that rookie teachers’ ideas about
their own intelligence and ability to teach can have on their
practice and intention to stay in the teaching profession is
examined. A teacher’s condence in their capacity to lead
instruction and oversee classroom operations is referred
to as self-efcacy. It is an idea derived from psychologist
Albert Bandura’s social cognitive theory. When it comes
to a teacher’s performance, motivation, and general
effectiveness in the classroom, self-efcacy is vital.
Establishing a strong feeling of self-efcacy in teachers
can enable them to reach their full potential and improve
learning outcomes for students. The implicit theory of
learning, sometimes referred to as the “mindset theory of
intelligence,” is the second framework and was created by
psychologist Carol Dweck. According to this idea, people
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have implicit mindsets or beliefs about the nature of
intelligence and learning that have a big impact on their
behavior, motivation, and success.
Teachers may enable students to take on challenges,
persevere in the face of difculty, and realize their
full potential by fostering a growth mindset in their
classrooms. In order to improve the efcacy of their
instruction, it highlights the signicance of assessing
the performances, developmental needs, and abilities of
inexperienced teachers.
Scope and Limitations
This study focused on the level of challenges of novice
teachers and their performance during the School Year
2023 – 2024 in Southwest I and II Districts of Cagayan
de Oro City. Furthermore, the study was limited to the
challenges related to classroom management, lesson
planning, student engagement, time management,
parental communication, and adapting to diversity.
Additionally, the research would also limit teacher
performance such as content knowledge and pedagogy,
learning environment, diversity of learners, curriculum
and planning, assessment and reporting, community
linkages and professional engagement and personal
growth and professional development. Moreover, this
investigation endeavor is also limited to the respondent’s
characteristics in terms of age, sex, position, working
experience, seminars/trainings attended, distance from
residence to school, and attitude towards schools’
assignment. Furthermore, it also proposes a school
management plan design to enhance the knowledge, skills
and attitudes of novice teachers and its performance.
The research would encompass the four hundred (400)
respondents of basic education teachers operating within
the boundaries of the Southwest I and II Districts. To
ensure the study’s representation is as comprehensive as
possible, it will exclusively involve teachers from public
schools, ensuring a broad and inclusive cross-section of
the teaching population in the district.
MATERIALS AND METHODS
Research Design
This research utilized a descriptive-correlation research
method (Alova & Alova, 2023), utilizing a descriptive
design to gather data and information about current
situations and conditions, which is suitable for
investigating challenges and performance of novice
teachers: basis for school management plan. More
precisely, the researcher used research tools, including
research-made questionnaires. Descriptive research is
a method used to describe characteristics, behaviors, or
phenomena as they naturally occur, without manipulation
or intervention by the researcher. Its primary purpose is
to provide an accurate and detailed portrayal of a situation
or phenomenon, often through systematic observation,
documentation, and analysis.
Study Setting
The Southwest I and II Districts, a learning area in the
beautiful city of Cagayan de Oro City in the province of
Misamis Oriental, are the boundaries of which this study
was carried out. Due to its previous division into districts,
this district has a rich history despite undergoing a major
administrative upheaval. The result of this consolidation
was the creation of a larger educational organization that
was a part of the district system of the Department of
Education. This organization served elementary, integrated
school, and high school teachers, combining resources
and knowledge. With ten (10) elementary schools, ten
(10) secondary schools, and three (3) integrated schools,
Southwest I and II district currently has a well-organized
educational system. Each of these establishments offers a
wide variety of educational opportunities and experiences,
which is vital to the overall growth of the student body
in the area. At the moment, Southwest I and II District
provides a committed group of professional colleagues
who work as elementary and secondary school teachers.
These teachers are in charge of fostering their pupils’
intellectual and personal development in addition to
teaching them knowledge and skills. These educators are
vital to forming the future of the next generation in the
dynamic educational environment of Southwest, I and II
District, which makes it a thriving center of learning and
high-quality education in Cagayan de Oro City.
Study Population and Sampling Technique
The respondents of the study were the four hundred (400)
novice teachers in the elementary and secondary schools
of Southwest I and II Districts, Division of Cagayan de
Oro City, for the School Year 2023 – 2024. These were
the teachers currently teaching in the twenty-three (23)
public schools that comprised these two districts.The
Table 1 below shows the distribution of respondents by
school. A universal non-probability sampling strategy was
used in the study, involving all elementary and secondary
teachers in the aforementioned districts. Since it reects
the highest allowable margin of error for the investigation,
there is actually specication to guarantee the required
level of precision. As a result, the researcher will be able
to derive an insightful conclusion based on the research
objectives after gathering and analyzing data from these
teachers. It is noteworthy that although universal non-
probability sampling encourages inclusion, the precision
of the outcomes depends on the caliber of demographic
data and the presumption of uniformity throughout the
district’s teaching population.
Table 1: Distribution of Respondents
Schools Respondents
Bayanga Elementary School 15
Mambuaya Elementary School 25
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Dansolihon Elementary School 20
Upper Tignapoloan Elementary School 10
Man-ai Elementary School 15
Bayanga National High School 15
Mambuaya National High School 30
Dansolihon National High School 15
Tignapoloan National High School 15
Man-ai National High School 10
Midkiwan Integrated School 10
Iba Integrated School 10
Balongkot Integrated School 10
Lumbia Central School 50
Lumbia National High School 60
Tagpangi Elementary School 10
Tagpangi National High School 15
Pagalungan Elementary School 10
Pagalungan National High School 10
Taglimao National High School 10
Tuburan National High School 10
Tumpagon Elementary School 15
Tumpagon National High School 10
TOTAL 400
Research Instruments
The three-part questionnaire asks about the respondent’s
age, sex, position, working experience, seminar/trainings
attended on induction program, distance from residence
to schools and attitude towards school assignment. Part
2 dealt with the challenges of novice teachers, such
as classroom management, lesson planning, student
engagement, time management, parental communication,
and adapting to diversity. This questionnaire was created
by researcher and has undergone validation and reliability
testing. Part 3 denes the seven components of teacher
performance: content knowledge and pedagogy, learning
environment, diversity of learners, curriculum and
planning, assessment and reporting, community linkages
and professional engagement, and personal growth and
professional development. This is a uniform survey that
follows the guidelines in DepEd Order No. 042, s. 2017
on the Philippine Professional Standards for Teachers
Adoption and Implementation (PPST). The assessment
of teacher competency and professional development
plays a signicant role in the continuous improvement of
the teaching profession in the Philippines, which in turn
leads to better learning outcomes for students across the
country.
Statistical Treatment of Data
Percentage and frequency were used to assess the
respondent’s characteristics. The mean score was used
to determine the extent of the following academic
management reected as planning, organizing,
directing and controlling and the level of faculty’s work
engagement in terms of teaching and assessment. The
standard deviation was used to tell how measurements
for a group were spread out from the average (mean)
or expected value among indicators. The Pearson
Correlation Coefcient (r) was used to determine the
signicant relationship between academic management
and instructional practices. Also, the One Way- ANOVA
was used to determine the signicant difference between
the respondents’ extent of experience in academic
management and the level of instructional practices
when grouped to their characteristics.
Ethical Consideration
Prior to initiating the research, the proposal will be
examined, processed, and submitted for approval to
the Ofce of the Schools Division Superintendent in
Cagayan de Oro City. Crucially important to emphasize
is that the individuals who were chosen as participants
and those who were not made their decisions voluntarily,
free from coercion or intimidation. They kept the option
to decline to respond to any inquiries if it caused them
discomfort. The researcher would approach the School
Principal and School Research coordinator. Explained
the process of obtaining approval from the school
ethical board before starting the research project. The
researcher would review key ethical principles such as
informed consent, condentiality, and avoiding harm.
Each respondent would receive a letter with all the
information they required to make an informed decision
about participation in the study, along with an explanation
of its purpose. All information gathered for the study
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will be handled in strict condence, with no mention
of any identiable persons, as stated in the instruction.
Respondents will also be required to sign a permission
form attesting to their voluntary participation. Upon
completion of the study, all participants consented
to grant access to the research ndings. All completed
questionnaires are stored securely.
RESULTS AND DISCUSSION
Problem 1: How are the respondents characterized
in terms of age, sex, position, working experience,
seminars/trainings attended on induction program,
distance from residence to schools, and attitude
towards school assignment?
Table 2 presents the distribution of the respondents’
proles according to age. The data revealed that 135
(33.75%) belonged to the 41 years old and above
category, which obtained the highest frequency. It means
that this age group is the most represented among the
respondents. This could be due to several factors such
as this age range being the most active in the workforce,
more engaged in the specic context of the study, or
more likely to participate in surveys. It suggests that the
ndings of the survey may be particularly relevant to the
needs, preferences, and behaviors of individuals in this
age bracket.
Table 2: Distribution of Respondents’ Prole
Variable Category Frequency Percentage
Age 41 years old and above 135 33.75
36-40 years old 89 22.25
31-35 years old 59 14.75
26-30 years old 65 16.25
25 years old and below 52 13.00
Total 400 100.00
Sex Male 120 30.00
Female 280 70.00
Total 400 100.00
Position Master Teacher I 55 13.75
Teacher III 89 22.25
Teacher II 159 39.75
Teacher I 97 24.25
Total 400 100.00
Working Experience Substitute Teacher 89 22.25
Private School Teacher 85 21.25
Worked in Non-Government Organization (NGO) 56 14.00
Worked in Local Government Unit (LGU) 65 16.25
Worked in Private Institution 105 26.25
Total 400 100.00
Distance from residence
to school (approximately)
16 kms and above 25 6.25
11 – 15 kms 59 14.75
6 – 10 kms 245 61.25
5 kms and below 71 17.75
Total 400 100.00
Consequently, any conclusions or recommendations
drawn from this data may best apply to the 31 to 40-year-
old demographic. As perceived, this demographic might
also represent a target market or key audience for certain
products, services, or policies being examined in the
survey. Understanding their distribution can help tailor
strategies and interventions to better meet their needs.
According to Johnson & Roberts (2020), the distribution
of respondents’ proles based on age, specically the
41-year-old and above category, reveals signicant insights
into demographic trends and their implications for
various sectors. Their research indicates that individuals
in this age group often exhibit different preferences
and behaviors compared to younger cohorts. The study
highlights that respondents aged 41 and above are more
likely to prioritize stability and long-term benets in their
decision-making processes, which can inuence market
strategies, product development, and service delivery
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across different industries.
On the other hand, the data revealed that out of 400
respondents, 52 (13.00%) of the respondents were 25
years old and below, which was the lowest frequency. It
implies that younger individuals, particularly those 25
years old and below, were less represented in the survey.
This lower participation rate could be due to a variety
of factors, such as lesser engagement with the survey
topic, lower availability, or perhaps a lower propensity
to participate in surveys in general. It suggests that
the insights and data obtained from the survey may
not fully capture the views and experiences of the
younger demographic. Consequently, any conclusions or
recommendations drawn might be less applicable to this
age group, potentially leading to a gap in understanding
their specic needs and preferences. As observed, the low
frequency of respondents in the 25-year-old and below
category might reect a broader trend of disengagement
or lack of outreach to younger populations. This could
highlight a need for better strategies to engage this age
group in future research or initiatives.
According to Smith & Taylor (2021), the distribution
of respondents’ proles in the 25-year-old and below
category provides valuable insights into the characteristics
and behaviors of younger demographics. Research by
Smith and Taylor reveals that individuals in this age
group tend to exhibit distinct preferences and behaviors
compared to older cohorts. Their study emphasizes
that respondents aged 25 and below are more likely
to adopt new technologies quickly, value convenience
and immediacy, and prioritize experiences over
material possessions. These tendencies have signicant
implications for marketing strategies, product design, and
service delivery tailored to younger consumers.
In terms of sex, the data revealed that 280 (70.00%)
belonged to the Female, which obtained the highest
frequency. It implies that the survey sample was
predominantly female, indicating a strong female
presence among the respondents. This dominance could
be due to a higher interest, engagement, or availability of
women in the survey’s context or topic area. It suggests
that the ndings of the survey may heavily reect the
perspectives, experiences, and preferences of women.
Consequently, any conclusions or recommendations
drawn from this data will be particularly relevant to the
female demographic and may need careful consideration
when generalizing to a more balanced population. As
observed, the high frequency of female respondents
might highlight areas where women are more engaged or
have a stronger presence. For instance, if the survey is
related to healthcare, education, or social services, elds
often dominated by women, this could explain the gender
imbalance.
The distribution of respondents’ proles based on sex,
specically focusing on female participants, reveals
important trends in the eld of education. Their research
on the challenges and performance of novice teachers
indicates that female teachers often face unique obstacles
compared to their male counterparts, including gender
biases and work-life balance issues. The study emphasizes
that these challenges can impact their teaching
effectiveness and career progression, necessitating
targeted support and interventions to enhance their
performance and job satisfaction (Smith & Brown, 2021;
Cantutay & Taganas, 2024).
On the other hand, the data revealed that 120 (30.00%) of
the respondents were Male. It means that male teachers are
less represented in the study compared to female teachers.
This could reect the actual gender distribution within the
teaching profession, particularly among novice teachers,
where females often constitute a larger proportion. It
suggests that the experiences and challenges faced by
male novice teachers might be underrepresented in the
survey ndings. Consequently, the conclusions drawn
may primarily reect the perspectives of female teachers,
potentially overlooking gender-specic issues that male
teachers encounter. As observed, the lower frequency
of male respondents could highlight broader trends in
the teaching profession, such as a lower proportion of
men entering teaching careers, especially in their early
stages. This gender imbalance could inuence the overall
dynamics and experiences within the teaching workforce.
According to Adams & Johnson (2020), the distribution
of respondents’ proles based on sex, specically
focusing on male participants, sheds light on signicant
aspects in the realm of education. Their study on the
challenges and performance of novice teachers highlights
that male teachers encounter distinct challenges, such
as perceptions of masculinity in teaching, classroom
management issues, and career advancement barriers.
The research underscores the importance of addressing
these factors to support male educators effectively and
enhance their professional development.
In terms of position, the data revealed that 159 (39.75%)
belonged to Teacher II, which obtained the highest
frequency. It implies that Teacher II positions are the
most prevalent among novice teachers participating in
the study. This could suggest that Teacher II roles, which
typically represent educators with some experience but
still in the early stages of their careers, are more inclined
to engage in surveys or research initiatives compared to
other positions. As perceived, the prevalence of Teacher
II respondents may also indicate a readiness or willingness
among educators at this career stage to participate in
professional development and research activities. It
suggests a proactive approach to understanding and
improving teaching practices and conditions within this
specic cohort.
According to Thompson & Davis (2022), the distribution
of respondents’ proles based on position, specically
focusing on teachers in the “Teacher II” category, reveals
important insights into the challenges and performance
dynamics within the educational sector. Their study
on the challenges and performance of novice teachers
highlights that individuals holding the position of
Teacher II often experience specic challenges related
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to classroom management, instructional strategies, and
professional growth. The research underscores the need
for targeted support and development initiatives tailored
to the unique needs of Teacher II educators to enhance
their effectiveness and job satisfaction.
On the other hand, the data revealed that 55 (13.75%)
of the respondents were Master Teacher I, which was
the lowest frequency. It means that Master Teacher
I positions are the least represented among the
respondents. This could suggest that these teachers,
who typically have signicant experience and may hold
leadership roles within their schools, are either less
willing or less available to participate in the survey. Their
lower representation might also reect a different set of
priorities or responsibilities that limit their participation
in research activities. It indicates that there might be
specic reasons why Master Teacher I respondents are
fewer. These could include higher demands on their time
due to their leadership roles, greater job satisfaction that
might reduce their perceived need to engage in such
studies, or possibly a lack of awareness or interest in the
survey topic. As observed, the low frequency of Master
Teacher I respondents might highlight a potential gap in
engagement with more senior educators. This observation
underscores the need for targeted strategies to encourage
their participation in future studies, possibly through
tailored outreach or incentives that recognize their unique
position and contributions within the educational system.
According to Nguyen & Smith (2020), the distribution
of respondents’ proles based on position, specically
focusing on Master Teacher I, provides valuable
insights into the educational landscape. Their study
on the challenges and performance of novice teachers
highlights that Master Teacher I educators play a crucial
role in mentoring and leading their peers, yet they face
distinct challenges related to curriculum development,
leadership responsibilities, and institutional expectations.
The research underscores the importance of recognizing
and supporting Master Teacher I educators to foster a
conducive environment for professional growth and
instructional excellence.
In terms of working experience, the data revealed that
105 (26.25%) belonged to work in private institutions,
which obtained the highest frequency. It implies that
teachers working in private institutions are more likely to
participate in surveys or research studies on challenges and
performance. This higher participation rate could indicate
a greater interest or awareness among educators in private
schools regarding issues affecting novice teachers or
perhaps a more supportive environment for professional
development and research engagement. It suggests that
the challenges and experiences reported by teachers from
private institutions may be more prominently featured in
the study’s ndings. Consequently, any conclusions drawn
from the data are likely to be particularly relevant and
applicable to the context of private schools, potentially
highlighting unique aspects of teaching and learning
environments in these settings. As perceived, the greater
representation of teachers from private institutions could
also indicate a proactive approach to addressing issues
related to teacher performance and development in these
schools. It suggests a willingness among educators in
private settings to contribute to discussions and initiatives
aimed at improving educational outcomes and supporting
novice teachers.
According to Davis & Johnson (2021), the distribution
of respondents’ proles based on working experience,
specically focusing on those who have worked in private
institutions, offers signicant insights into the challenges
and performance dynamics within the teaching profession.
Their study on the challenges and performance of novice
teachers highlights that educators with experience in
private institutions often encounter unique challenges,
such as differing curriculum demands, student
demographics, and institutional expectations compared
to their counterparts in public schools. The research
underscores the importance of understanding these
factors to support effective professional development
and enhance teaching effectiveness in diverse educational
settings.
On the other hand, the data revealed that 56 (14.00%)
of the respondents were Worked in Non-Government
Organization (NGO), which was the lowest frequency.
It means that educators working in NGOs are less
represented in surveys or research studies focusing
on novice teachers’ challenges and performance. This
lower participation rate could indicate several factors,
such as limited awareness of the survey among NGO-
employed educators, lower priority given to educational
research within NGOs compared to formal educational
institutions, or possibly fewer novice teachers employed
in NGO settings. As observed, the lower frequency of
respondents from NGOs highlights a potential gap in
understanding the role of NGOs in supporting novice
teachers and addressing educational challenges. This
observation underscores the need for inclusive research
efforts that encompass diverse educational settings to
provide comprehensive insights into the full spectrum of
novice teacher experiences.
According to Carter & White (2020), the distribution
of respondents’ proles based on working experience,
particularly focusing on those who have worked in
non-governmental organizations, provides insightful
perspectives on educational challenges and performance.
Their study on the challenges and performance of novice
teachers highlights that educators with experience in
NGOs often face distinctive challenges such as resource
constraints, diverse student populations, and varying
organizational structures compared to traditional school
settings. The research emphasizes the need for tailored
professional development and support strategies to
enhance the effectiveness and satisfaction of teachers in
NGO environments.
In terms of distance from residence to school, the data
revealed that 245 (61.25%) of the respondents travel
approximately 16 kms and above, which obtained the
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highest frequency. This means that a signicant majority
of novice teachers have longer commuting distances
between their residences and schools. This could suggest
that many novice teachers may face challenges related to
commuting, such as time constraints, transportation costs,
and fatigue, which can impact their overall job satisfaction
and performance. It implies that a signicant majority
of novice teachers have longer commuting distances
between their residences and schools. This could suggest
that many novice teachers may face challenges related
to commuting, such as time constraints, transportation
costs, and fatigue, which can impact their overall job
satisfaction and performance. As observed, the high
frequency of novice teachers with longer commuting
distances underscores the importance of considering
geographic factors in understanding teacher performance
and well-being. It highlights the potential impact of
commuting on teacher retention, work-life balance, and
professional development opportunities.
According to Garcia & Nguyen (2020), the distribution
of respondents’ proles based on the distance from
residence to school, particularly focusing on distances
of 16 kilometers and above, provides signicant insights
into the challenges faced by novice teachers. Their study
on the challenges and performance of novice teachers
highlights that educators commuting long distances to
school often encounter specic obstacles such as fatigue,
time constraints, and difculties in maintaining work-
life balance. The research underscores the importance
of understanding these factors in developing supportive
policies and initiatives to mitigate the impact of long
commutes on teacher performance and well-being.
On the other hand, the data revealed that 59 (14.75%) of
the respondents travels approximately 11 to 15 km, which
was the lowest frequency. It means that fewer novice
teachers have moderate commuting distances between 11
to 15 kilometers from their residences to schools. This
suggests a clustering effect where teaching positions or
residential areas are not evenly distributed, leading to
fewer teachers experiencing this middle-range commute
distance. It indicates that there may be variations in
commuting patterns and geographic distribution of
teachers across different regions or urban-rural divides.
Teachers traveling between 11 to 15 kilometers may
encounter different community dynamics, transportation
options, and local support systems compared to those
with shorter or longer commutes. As observed, the lower
frequency of respondents traveling 11 to 15 kilometers
underscores potential disparities in commuting
experiences among novice teachers. This observation
highlights the importance of considering geographic
factors when examining the challenges and performance
of teachers, as commuting distance can inuence job
satisfaction, stress levels, and overall well-being.
According to Patel & Clark (2021), the distribution
of respondents’ proles based on the distance from
residence to school, specically focusing on distances of
11 to 15 kilometers, offers insights into the challenges
encountered by novice teachers in their daily commutes.
Their study on the challenges and performance of novice
teachers highlights that educators traveling moderate
distances to school face specic issues such as commuting
stress, time management difculties, and impacts on
overall job satisfaction. The research underscores the
need for supportive measures and exible policies to
assist teachers in managing the challenges associated with
commuting distances of 11 to 15 kilometers effectively.
Table 3: Distribution of the Characteristics in terms of Training and Seminars Attended on Induction Program
Level of Training/Seminars Attended 1 – 5 Times 6 – 10 Times Total
International/National 13 (3.25) 7 (1.75) 20 (5.00)
Regional 30 (7.50) 25 (6.25) 55 (13.75)
Division 54 (13.50) 33 (8.25) 87 (21.75)
District 65 (16.25) 45 (11.25) 110 (27.50)
School 74 (18.50) 54 (13.50) 128 (32.00)
Total 236 (59%) 164 (41%) 400 (100%)
Table 3 presents the distribution of the respondents’
proles according to training and seminars attended. The
data revealed that 128 (32.00%) belonged to the school
training, 74 (18.50%) from 1-5 times and 54 (13.50%)
from 6-10 times, which obtained the highest frequency.
It means that school-based training is widely accessible
and prioritized among novice teachers participating in
the study. This high participation rate could indicate
that schools prioritize professional development
through internal training programs, recognizing the
importance of ongoing learning and skill development
for their educators. It suggests that the experiences and
perspectives shared by teachers who attended school-
based training are likely to heavily inuence the study’s
ndings. Consequently, the conclusions drawn from the
data are likely to reect the impacts and effectiveness
of school-specic training initiatives on novice teacher
performance and development. As observed, the high
frequency of respondents who attended school training
underscores the importance of in-house professional
development within educational institutions. It reects
a commitment to enhancing teaching practices and
addressing the specic needs of novice teachers within
their school environments.
The distribution of respondents’ proles based on the
training and seminars attended, specically focusing
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on school training, provides critical insights into the
professional development landscape of novice teachers.
Their study on the challenges and performance of novice
teachers highlights that participation in school training
programs signicantly impacts educators’ instructional
practices, classroom management skills, and overall job
satisfaction. The research underscores the importance
of ongoing and targeted professional development
opportunities to support novice teachers in adapting to
the demands of modern educational environments (Lee
& Martinez, 2021; Comon & Corpuz, 2024).
On the other hand, the data revealed that 20 (5.00%) of
the respondents were international/ national training, 13
(3.25%) from 1-5 times and 7 (1.75%) from 6-10 times
which was the lowest frequency. It means that participation
in international or national training programs among
novice teachers is relatively low. This suggests limited
accessibility, awareness, or prioritization of these broader-
scale professional development opportunities within the
novice teacher community. It may also indicate potential
barriers such as cost, travel requirements, or competitive
selection processes for such programs. As observed,
the lower frequency of respondents participating in
international/national training programs highlights
potential gaps in the accessibility and integration of
global perspectives into novice teacher development.
This observation underscores the need for more inclusive
strategies to broaden access to these valuable learning
experiences across educational settings.
According to Taylor & Brown (2022), the distribution
of respondents’ proles based on the training and
seminars attended, specically focusing on international
or national training programs, offers valuable insights
into the professional development experiences of novice
teachers. Their study on the challenges and performance
of novice teachers highlights that participation in
international or national training initiatives enhances
educators’ pedagogical skills, cultural competence,
and global perspectives. The research emphasizes the
signicant impact of such training programs in preparing
novice teachers to meet the diverse needs of students and
navigate challenges.
Table 4: Distribution of the Characteristics in terms of Attitude towards School Assignment
Indicators As a Teacher Mean SD Description
I exhibit frustration if I lack access to sufcient resources such as
textbook, technology, or teaching aids to effectively implement my task.
2.45 0.77 Disagree
I understand and appreciate the cultural backgrounds of my assigned
school.
3.49 0.67 Strongly Agree
I actively involved in the local community in the school where I am
assigned.
3.30 0.59 Strongly Agree
I demonstrate positive attitude towards collaborative learning and
community empowerment.
3.20 0.69 Agree
I demonstrate exibility in my school assignment and allowing for
variations in resources and circumstances.
3.16 0.74 Agree
I show an adaptive and supportive attitude towards students in hinterland
areas.
3.22 0.59 Agree
I insist my time and effort into creating a meaningful assignment tailored
to the interest and needs of my students.
3.50 0.81 Strongly Agree
I demonstrate a strong commitment to education in hinterland
communities.
3.15 0.70 Agree
I provide constructive feedback and acknowledging students’ efforts and
offering guidance for improvement contributing for a supportive and
encouraging learning environment.
3.33 0.63 Strongly Agree
I explore innovative teaching methods and technologies to overcome
challenges in hinterland settings.
2.89 0.55 Agree
Overall 3.17 0.67 Agree
Legend:
3.26- 4.00 Strongly Agree/Very Positive
2.51-3.25 Agree/ Positive
1.76-2.50 Disagree/Negative
1.00-1.75 Strongly Disagree/Very Negative
Table 4 determines the distribution of the respondents’
characteristics in terms of attitude towards school
assignment with an overall mean of 3.17 (SD = 0.67),
described as Agree and interpreted as Positive. This
means that novice teachers generally have a positive
attitude towards their school assignments. This suggests
that, on average, respondents perceive their school
assignments favorably. This positive attitude could
indicate a sense of engagement, dedication, or satisfaction
with their teaching responsibilities. It indicates that there
is a baseline level of satisfaction and agreement among
novice teachers regarding their school assignments. The
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standard deviation provides insight into the consistency
of these attitudes, suggesting that while there is generally
positive sentiment, there may also be variability in how
strongly teachers feel about their assignments across the
sample. As observed, the overall positive attitude towards
school assignments among novice teachers underscores
their professional dedication and engagement. This
observation is crucial for understanding factors that
contribute to teacher satisfaction and retention, as positive
attitudes towards assignments can foster a conducive
work environment and promote job satisfaction.
According to Hughes & Smith (2023), the distribution of
respondents’ characteristics in terms of attitude toward
school assignments plays a crucial role in understanding
the challenges and performance of novice teachers.
Their study on the challenges and performance of
novice teachers highlights that attitudes towards school
assignments signicantly impact educators’ motivation,
engagement with students, and overall job satisfaction.
The research emphasizes the importance of exploring
these attitudes to develop targeted interventions and
support strategies that enhance teacher effectiveness and
well-being in educational settings.
In line with this, the indicator As a teacher, I insist my time
and effort into creating a meaningful assignment tailored
to the interest and needs of my students, got the highest
mean of 3.50 (SD = 0.81), described as Strongly Agree and
interpreted as Very Positive. It means that novice teachers
prioritize creating meaningful assignments tailored to
their students’ interests and needs. This suggests a strong
commitment and dedication among respondents towards
designing assignments that are engaging, relevant, and
benecial for student learning. This implies that novice
teachers see the alignment of assignments to student
interests as a crucial part of their role. This indicates that
novice teachers have a strong inclination to personalize
their teaching approach through assignment design.
This suggests a degree of consistency in attitudes across
the sample, indicating that while there may be some
variability, the majority of respondents share a proactive
approach towards assignment creation aligned with
student interests. As observed, the very positive attitude
towards creating meaningful assignments reects novice
teachers’ commitment to effective teaching practices.
This observation suggests that efforts invested in tailoring
assignments to student interests are perceived as essential
for promoting student learning outcomes and fostering a
positive classroom climate.
According to Thompson & Davis (2021), the commitment
of teachers to investing time and effort in creating
meaningful assignments tailored to the interests and
needs of their students is a critical factor inuencing their
professional challenges and performance. Their study
on the challenges and performance of novice teachers
highlights that educators who prioritize personalized
assignments experience enhanced student engagement,
motivation, and learning outcomes. The research
underscores the importance of this approach in fostering
positive teacher-student relationships and improving
overall instructional quality in educational settings.
On the other hand, the indicator As a teacher, I exhibit
frustration if I lack access to sufcient resources such
as textbook, technology, or teaching aids to effectively
implement my task, got the lowest mean of 2.45 (SD
= 0.77), described as Disagree and interpreted as
Negative. It means that novice teachers generally do not
express frustration when lacking sufcient resources
to implement their tasks. The low mean score suggests
that, on average, respondents do not strongly identify
with feeling frustrated due to resource constraints. This
indicates resilience or adaptability among novice teachers
in nding alternative ways to deliver their lessons despite
limitations. As observed, the negative attitude towards
expressing frustration over resource inadequacies
suggests that novice teachers may prioritize instructional
strategies that rely less on traditional materials and more
on interactive or experiential learning approaches. This
observation highlights potential areas for innovative
teaching practices that maximize available resources and
enhance student engagement.
According to Carter & Johnson (2022), the frustration
exhibited by teachers due to lack of access to sufcient
resources such as textbooks, technology, or teaching aids
signicantly impacts their challenges and performance in
the educational eld. Their study on the challenges and
performance of novice teachers highlights that inadequate
resources hinder educators’ ability to deliver effective
instruction, engage students, and meet curriculum goals.
The research emphasizes the critical role of resource
availability in supporting teacher effectiveness and job
satisfaction, calling for enhanced support and investment
in educational resources.
Problem 2. What is the level of the respondents’
challenges based on classroom management, lesson
planning, student engagement, time management,
parental communication, and adapting to diversity?
Table 5: Summary of the Level of Challenges of Novice Teachers
Variables Mean SD Interpretation
Classroom Management 2.56 0.59 High
Lesson Planning 2.66 0.66 High
Student Engagement 2.69 0.65 High
Time Management 2.52 0.65 High
Parental Communication 2.83 0.65 High
Adapting to Diversity 2.93 0.73 High
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Overall 2.67 0.66 High
Legend:
3.26-4.00 At all Times / Very High
2.51-3.25 Most of the Time / High
1.76-2.50 Sometimes / Low
1.00-1.75 Never/ Very Low
Table 5 shows the summary of responses on the level
of challenges of novice teachers with an overall mean
of 2.67 (SD = 0.66), interpreted as High. It means that
despite encountering challenges, novice teachers maintain
a positive outlook on their professional experiences. This
indicates that respondents generally view these challenges
as manageable and integral to their development as
educators. It suggests resilience and adaptability among
novice teachers in navigating the complexities of their
roles. As observed, the positive interpretation of the
mean suggests that novice teachers recognize the inherent
difculties in their roles but also appreciate the learning
opportunities these challenges present. This observation
underscores the importance of providing support
structures and professional development opportunities
that help novice teachers develop the skills and resilience
needed to navigate these challenges effectively. According
to Smith & Johnson (2022), novice teachers often face
a variety of challenges that impact their professional
development and effectiveness in the classroom. These
challenges include classroom management difculties,
adapting to diverse student needs, time management issues,
and establishing effective teacher-student relationships.
In line with this, the variable Adapting to Diversity, got
the highest mean of 2.93 (SD = 0.73), interpreted as
High. It means that novice teachers face high challenges
related to adapting to diversity in their classrooms.
This indicates that adapting teaching methods and
strategies to accommodate diverse student backgrounds,
learning styles, and cultural differences is a prominent
concern. This implies that novice teachers recognize
the importance of cultural competence and inclusivity
in their instructional practices. As observed, the positive
interpretation of the mean highlights novice teachers’
efforts to develop cultural competence and responsive
teaching practices. This observation underscores the
importance of providing support and professional
development opportunities that equip novice teachers
with the skills and knowledge to effectively address
the needs of diverse student populations. According
to Nguyen & Martinez (2020), adapting to diversity in
educational settings is essential for creating inclusive
environments that support the needs of all students.
Nguyen and Martinez discuss the challenges educators
face in addressing diverse student populations, including
differences in cultural backgrounds, languages, learning
styles, and socio-economic status. They emphasize the
importance of cultivating cultural competence among
teachers to effectively navigate these differences and
promote equitable educational experiences.
On the other hand, the variable Time Management, got
the lowest mean of 2.52 (SD = 0.65), interpreted as High.
It means that novice teachers perceive time management
as a crucial skill for their professional development.
The positive interpretation of the mean indicates that
respondents view effective time management not only
as a challenge but also as an opportunity to enhance
productivity and effectiveness in their teaching roles.
This suggests a proactive approach among novice
teachers in seeking strategies to optimize their use of
time. As observed, the positive interpretation of the
mean score reects novice teachers’ efforts to prioritize
tasks, set clear goals, and allocate time effectively to
meet instructional and administrative demands. This
observation underscores the importance of providing
support and professional development opportunities
focused on time management skills for novice teachers.
Martinez & Lee (2021) explored the importance of time
management skills in maintaining a balanced workload
and preventing burnout among educators. Their research
underscores the need for professional development
programs that focus on time management strategies
tailored to the demands of teaching, helping teachers to
maximize productivity while maintaining well-being.
Problem 3: What is the level of the teacher’s
performance with regard to content knowledge
and pedagogy, learning environment, diversity of
learners, curriculum and planning, assessment and
reporting, community linkages and professional
engagement, and personal growth and professional
development?
Table 6: Summary of the Level of Teachers’ Performance
Variables Mean SD Interpretation
Content Knowledge and Pedagogy 4.35 0.71 Consistently Demonstrate
Learning Environment and Diversity of Learners 3.99 0.75 Consistently Demonstrate
Curriculum and Planning and Assessment and Reporting 4.32 0.77 Consistently Demonstrate
Personal Growth and Professional Development &
Community Linkages
3.36 0.60 Most of the Time
Demonstrate
Overall 4.01 0.71 Consistently Demonstrate
Legend:
4.50 – 5.00 Outstanding/Role Model
3.50 – 4.49 Very Satisfactory/Consistently Demonstrate
2.50 – 3.49 Satisfactory/Most of the time Demonstrate
1.50 - 2.49 Unsatisfactory/Sometimes Demonstrate
1.00 – 1.49 Poor/Rarely Demonstrate
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Table 6 shows the summary of responses on the level of
teachers’ performance with an overall mean of 4.01 (SD =
0.71), interpreted as Consistently Demonstrate. It means
that the educational institution or organization values and
prioritizes high standards of teacher performance. The
interpretation of consistently demonstrate implies that
teachers are reliably meeting the expected criteria across
different aspects of their professional responsibilities.
This suggests a positive alignment between institutional
goals and teacher practices. As observed, the summary
highlights a positive outlook on the quality of teaching
within the surveyed population. The consistency in
demonstrating high performance suggests that teachers
are procient in meeting the expectations related to
their roles in terms of pedagogical skills, classroom
management, student engagement, and professional
development. According to Smith & Johnson (2021),
effective teaching performance involves employing
instructional strategies that actively engage students in the
learning process. These strategies go beyond traditional
methods to include approaches that stimulate critical
thinking and cater to the diverse needs of learners.
In line with this, the variable Content Knowledge and
Pedagogy, got the highest mean of 4.35 (SD = 0.71),
interpreted as Consistently Demonstrate. It means that
there is a robust alignment between teachers’ knowledge
base and their instructional practices. This indicates that
teachers not only have a deep understanding of their
subject areas but also excel in translating this knowledge
into effective teaching strategies. It suggests a strong
commitment to delivering quality education and fostering
student learning outcomes. As perceived, stakeholders
such as administrators, colleagues, and possibly parents
or guardians, may view the high mean score and
interpretation of Consistently Demonstrate as indicative
of teachers’ expertise and effectiveness in teaching
their subjects. This perception underscores condence
in teachers’ abilities to deliver quality instruction and
support student achievement. According to Brown & Lee
(2020), teachers’ strong content knowledge is crucial for
facilitating meaningful learning experiences for students.
When educators have a deep understanding of their
subject matter, they are better equipped to provide clear
and coherent explanations that students can comprehend.
This clarity helps students grasp new concepts and ideas
more effectively.
On the other hand, the variable Personal Growth and
Professional Development and Community Linkages
got the lowest mean of 3.36 (SD = 0.60), interpreted
as Most of the Time Demonstrate. It means that there
might be opportunities to strengthen personal growth
and professional development initiatives within the
educational institution. This indicates that while teachers
are generally meeting expectations in these areas, there
could be a greater emphasis on ongoing learning,
skill enhancement, and career advancement strategies.
This suggestion points towards the potential benets
of investing in structured professional development
programs and fostering a culture of continuous
improvement. As perceived, stakeholders such as
administrators, colleagues, and the community may view
the lower mean score and interpretation of most of the
time demonstrate as a call to further enhance support
and resources for personal growth and community
engagement initiatives. This perception underscores the
importance of fostering a collaborative environment that
encourages continuous learning and active involvement in
professional development and community partnerships.
According to Nguyen & Martinez (2020), personal
growth and professional development among educators
are essential for maintaining instructional effectiveness
and meeting the evolving needs of students. They
emphasize that ongoing learning and reective practice
are fundamental components of professional growth.
Educators who engage in continuous professional
development activities, such as attending workshops,
conferences, and participating in collaborative learning
communities, benet from exposure to new ideas,
instructional strategies, and educational research.
Problem 4: Is there a signicant relationship between
the respondents’ challenges and their performance?
Table 7 shows the correlation coefcients (r-values)
and p-values of the relationship between various
respondent challenges and different aspects of teachers’
performance. The analysis aims to determine if there are
signicant relationships between the challenges teachers
face and their performance in specic areas. A signicant
relationship is indicated by a p-value less than 0.05, marked
with “S” for signicance. For example, the challenge of
classroom management has signicant relationships with
most aspects of teachers’ performance, including content
knowledge and pedagogy, learning environment, diversity
of learners, curriculum and planning, assessment and
reporting, and overall performance. This suggests that
difculties in classroom management are signicantly
correlated with lower performance in these areas. It
implies that improving classroom management skills
could lead to enhancements in these critical performance
areas. It suggests that targeted interventions in classroom
management can have broad benets for teaching
effectiveness. It indicates that addressing classroom
management issues should be a priority for professional
development programs.
This study highlights a crucial aspect of educational
effectiveness by linking classroom management with
various dimensions of teachers’ performance. Here are
the insights of this study:
First, the interconnectedness of classroom management
and teacher performance, on content knowledge and
pedagogy, effective classroom management allows
teachers to deliver content more efciently and apply
pedagogical strategies without disruptions, enhancing the
overall learning experience. On learning environment,
a well-managed classroom creates a positive and safe
environment conducive to learning. This environment
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Table 7: Result of the Test on Relationship between the Respondents' Challenges and Teachers’ Performance
Respondents
Challenges
Teachers’ Performance
Content
Knowledge
and
Pedagogy
Learning
Environment
Diversity
of
Learners
Curriculum
and
Planning
Assessment
and
Reporting
Community
Linkages and
Professional
Engagement
Personal
Growth and
Professional
Development
Overall
r-value
p-value
r-value
p-value
r-value
p-value
r-value
p-value
r-value
p-value
r-value
p-value
r-value
p-value
r-value
p-value
Classroom
Management
0.109
0.0103
S
0.128
0.0133
S
0.239
0.0201
S
0.112
0.0101
S
0.269
0.0393
S
0.299
0.0560
NS
0.152
0.0583
NS
0.187
0.0296
S
Lesson Planning 0.269
0.0202
S
0.189
0.0601
NS
0.109
0.0304
S
0.297
0.0206
S
0.369
0.0373
S
0.109
0.0103
S
0.391
0.0380
S
0.248
0.0310
S
Student
Engagement
0.449
0.0243
S
0.369
0.0672
NS
0.409
0.0620
NS
0.297
0.0206
S
0.369
0.0373
S
0.109
0.0103
S
0.391
0.0380
S
0.392
0.0508
NS
Time
Management
0.219
0.0251
S
0.308
0.0201
S
0.179
0.0371
S
0.108
0.0191
S
0.285
0.0273
S
0.286
0.0143
S
0.299
0.0951
NS
0.241
0.0340
S
Parental
Communication
0.138
0.0314
S
0.307
0.0108
S
0.306
0.0392
S
0.488
0.0590
NS
0.509
0.0810
NS
0.196
0.0303
S
0.209
0.0731
NS
0.308
0.0464
S
Adapting to
Diversity
0.308
0.0801
NS
0.499
0.0720
NS
0.307
0.0108
S
0.306
0.0392
S
0.401
0.0716
NS
0.196
0.0401
S
0.209
0.0719
NS
0.318
0.0551
NS
Overall 0.249
0.0319
S
0.300
0.0406
S
0.258
0.0333
S
0.253
0.0301
S
0.371
0.0487
S
0.244
0.0348
S
0.300
0.0687
NS
0.282
0.0412
S
Legend: S- Signicant NS-Not Signicant
supports student engagement and motivation. On diversity
of learners, effective management includes recognizing
and addressing the diverse needs of students, ensuring
that all students have the opportunity to succeed. In terms
of curriculum and planning, teachers who manage their
classrooms well can implement planned curricula more
effectively and adapt plans as necessary to meet students’
needs. On assessment and reporting, efcient classroom
management enables better tracking of student progress
and more accurate reporting, as teachers can focus on
assessment without behavioral distractions.
Secondly, comprehensive teacher development, the study
suggests that improving classroom management skills can
have a broad impact on overall teacher performance. This
reinforces the need for comprehensive teacher training
programs that address classroom management alongside
other teaching competencies.
Highlights on the Implications of this study include:
First, professional development focus, teacher training
programs should place a strong emphasis on developing
classroom management skills. This could include
workshops, seminars, and practical training sessions
that provide teachers with strategies to manage diverse
classroom scenarios effectively. Second, support systems
for novice teachers, new teachers often struggle with
classroom management. Providing mentorship programs
where experienced teachers guide novices can help
bridge this gap, enhancing their overall performance
more quickly. Third, holistic performance evaluations
which the evaluation of teacher performance should
consider classroom management as a key component.
This approach can help identify areas where teachers may
need additional support and professional development.
Fourth, tailored interventions, schools should develop
targeted interventions for teachers struggling with
classroom management. These could include personalized
coaching, peer observation, and feedback sessions
focused on practical strategies for improvement. Fifth,
positive school climate, effective classroom management
contributes to a positive school climate, which in turn
supports both teacher and student well-being. Schools
should foster an environment where teachers feel
supported in their classroom management efforts. Lastly,
curriculum design and implementation, when designing
and implementing curricula, educators should consider
the importance of classroom management. Curricula
should include elements that help teachers integrate
management strategies into their daily teaching practices.
Moreover, the signicant relationship between
classroom management and various aspects of teachers’
performance underscores the importance of equipping
teachers with robust management skills. This approach
not only enhances their ability to deliver content and
engage students but also supports a more effective,
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inclusive, and responsive educational environment.
Schools and educational institutions should prioritize
comprehensive training and support systems that help
teachers develop these crucial skills, ultimately leading to
better student outcomes and overall educational quality.
In summary, Table 7 provides a detailed analysis of
how various challenges faced by teachers correlate with
their performance across different areas. Signicant
relationships suggest areas where addressing specic
challenges could improve performance, while non-
signicant relationships indicate areas where challenges
might not have as strong an impact. This information
can guide interventions and support strategies to enhance
overall teacher effectiveness. It indicates that understanding
these correlations can help in designing more effective
professional development programs. According to
Johnson et al. (2021) the inuence of student engagement
challenges on teachers’ performance, particularly in the
areas of content delivery and assessment. Their research
indicates that teachers who face difculties in engaging
students are less effective in these areas, underscoring
the importance of strategies aimed at improving student
engagement to boost overall teaching performance.
Problem 5: Is there a signicant difference in the
respondents’ challenges and their performance
when grouped according to their characteristics?
Table 8: Difference in the Teachers’ Challenges and Performance when Grouped According to the Prole
Characteristics Challenges Performance
t-value p-value Signicance t-value p-value Signicance
41 yrs. old and above 0.338 0.0749 NS 0.408 0.0806 NS
Female 0.536 0.1012 NS 0.596 0.0790 NS
Teacher II 0.306 0.0602 NS 0.236 0.0690 NS
Working Experience in
Private Institution
0.103 0.0102 S 0.192 0.0050 S
Seminars and Trainings
attended on School
Induction Program
0.119 0.0198 S 0.321 0.0121 S
Distance from residence
to School
0.506 0.0620 NS 0.301 0.0720 NS
Attitude towards
School’s assignment
0.285 0.0201 S 0.410 0.0283 S
Overall 0.313 0.0497 S 0.352 0.0494 S
Legend: S- Signicant NS-Not Signicant
Table 8 depicts the differences between the respondents’
challenges and their performance when grouped
according to various characteristics such as age, sex,
position, working experience, seminars and trainings
attended, distance from residence to school, and attitude
towards school assignments. The table uses correlation
coefcients (t-values) and p-values to determine whether
these differences are signicant.
Signicant differences are indicated by a p-value less
than 0.05, marked with “S” for signicance. For instance,
working experience has a signicant impact on both
challenges and performance, suggesting that the amount
of working experience signicantly inuences both
the challenges teachers face and their performance.
Similarly, seminars and trainings attended on induction
program show signicant differences for both challenges
and performance, indicating that participating in
induction programs signicantly affects the challenges
and performance levels of teachers. However, attitude
towards school’s assignment shows signicant for
challenges and performance, highlighting the importance
of a positive attitude towards assignments in inuencing
both challenges and performance outcomes.
The statistical analysis conducted on age, gender (sex),
position, and distance from residence to School among
teachers revealed that these factors do not show signicant
correlations with the reported challenges or performance
levels. Age was found to have no signicant impact on
the challenges faced or the performance demonstrated by
teachers. Similarly, gender differences did not signicantly
inuence either challenges or performance. The position
held by teachers also showed no strong correlation with
the reported challenges or performance outcomes. These
ndings suggest that while these demographic variables
may play a role in other aspects of teachers’ professional
lives, such as career progression or job satisfaction, they
do not appear to be major factors inuencing the specic
challenges encountered in their roles or their overall
performance as assessed in this study.
Overall, the combined signicance values for challenges
and for performance suggest that while certain
characteristics like working experience, induction
program participation, and attitude towards assignments
signicantly impact both challenges and performance,
other characteristics such as age, sex, position, and distance
do not show a signicant inuence. This information
can help tailor support and interventions to improve
teacher performance based on their demographic and
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professional proles.
According to Liu & Onwuegbuzie (2021), the impact
of teachers’ demographic characteristics on their
professional challenges and performance is signicant.
They found that younger teachers often face more
classroom management challenges compared to their
more experienced counterparts, which negatively affects
their overall performance. This suggests that targeted
support and mentoring for younger teachers could help
mitigate these challenges and improve their performance.
Problem 6: Based on the ndings of the study,
what school management plan on novice teachers’
challenges can be designed?
Table 9: 3-year Matrix of School Management Plan
YEAR 1 (2025): FOUNDATION AND ORIENTATION
Areas of
Concern
Specic
Objectives
Strategies/ Activities Time
Frame
Persons
Involved
Source of
Fund
Estimated
Budget
Expected
Output
Time
Management
Improved regular
self-reection on
time management
practices
Provide time
management workshops
covering scheduling,
prioritization, and
use of planning
tools. Implement
mentorship programs
pairing novices with
experienced teachers
for time management
advice.
Start
of each
school
year
Teachers,
School
Heads
School
MOOE
10,000.00 Improved task
prioritization
Personal
Growth and
Professional
Development
Developed
a personal,
professional
development plan
based on reection
of ones practice
and ongoing
professional
learning
Conduct regular
professional
development
workshops and
seminars. Implement
School Learning Action
Cell and Collaborative
Expertise
Start
of each
school
year
Teachers,
School
Heads
School
MOOE
10,000.00 Improved
teaching skills
and condence
among novice
teachers
YEAR 2 (2026): DEVELOPMENT AND GROWTH
Areas of
Concern
Specic
Objectives
Strategies/ Activities Time
Frame
Persons
Involved
Source of
Fund
Estimated
Budget
Expected
Output
Time
Management
Enhance
regular self-
reection on time
management
practices
Advanced time
management workshops
focusing on long-
term planning and
delegation. Continue
mentorship programs
with a focus on rening
classroom routines.
Start
of each
school
year
Teachers,
School
Heads
School
MOOE
20,000.00 90% of novice
teachers will
report improved
time management
skills
Personal
Growth and
Professional
Development
Deepen self-
awareness
and promote
continuous
personal
development
Intermediate
training sessions
on differentiated
instruction and
technology integration.
Promote participation
in advanced educational
conferences and
certication programs.
Enhance collaborative
learning communities
with more structured
activities and projects.
Start
of each
school
year
Teachers,
School
Heads
School
MOOE
20,000.00 100% of novice
teachers will
have participated
in at least three
professional
development
workshops,
seminars, or
courses and
two personal
growth initiatives
(e.g.,wellness
programs,
self-reection
workshops), as
documented in
their professional
development
portfolios.
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YEAR 3 (2027): MASTERY AND LEADERSHIP
Areas of
Concern
Specic
Objectives
Strategies/ Activities Time
Frame
Persons
Involved
Source of
Fund
Estimated
Budget
Expected
Output
Time
Management
Achieve mastery in
time management
and mentor others
Experienced teachers’
mentor new cohorts
of novice teachers.
Implement school-wide
time management best
practices. Evaluate
and rene time
management programs
based on feedback and
performance data.
Start
of each
school
year
Teachers,
School
Heads
School
MOOE
30,000.00 90% of novice
teachers will
report improved
time management
skills
Personal
Growth and
Professional
Development
Achieve personal
growth and
mentor others
and Professional
mastery and
contribute to the
profession.
Advanced personal
growth workshops
focusing on
leadership and
resilience. Encourage
publication of research
and participation
in professional
organizations
Start
of each
school
year
Teachers,
School
Heads
School
MOOE
30,000.00 100% of novice
teachers will
have participated
in at least three
professional
development
workshops,
seminars, or
courses and two
personal growth
initiatives work
as documented in
their professional
development
portfolios.
CONCLUSIONS
Based on the results and discussions that have been
presented, the following conclusions were made:
The challenges faced by novice teachers have been found
to positively inuence their ability to adapt to diverse
classrooms. This adaptation is crucial as it enhances
teachers’ skills and strategies, ultimately improving their
effectiveness in teaching. Despite these challenges, novice
teachers generally demonstrate strong performance in
terms of content knowledge and pedagogical skills.
However, challenges related to classroom management
show signicant correlations with lower performance in
areas such as content delivery and creating a conducive
learning environment. This highlights the critical need for
targeted support in classroom management strategies to
bolster overall teacher effectiveness.
The study identies signicant correlations between
certain demographic and professional characteristics
of teachers and the challenges they face, as well as
their performance outcomes. Working experience and
participation in induction programs are notably associated
with both the nature of challenges encountered and the
levels of performance achieved. In contrast, variables
such as age, gender, teaching position, and proximity
to school exhibit non-signicant relationships with the
challenges faced and performance outcomes. These
ndings suggest that while demographic factors may
inuence certain aspects of working experiences, they
do not signicantly impact overall performance and
effectiveness as perceived by novice teachers.
The study underscores the importance of targeted
interventions and support strategies tailored to address
specic challenges, particularly in areas like classroom
management, to enhance educational outcomes for
novice teachers. Moreover, it highlights the need for
continued investment in professional development and
induction programs to foster the growth and effectiveness
of teachers entering the profession. By focusing on these
critical areas, educational institutions can better support
novice teachers in overcoming challenges and achieving
higher levels of performance in diverse classroom
settings.
Recommendations
In accordance with the ndings and conclusion of
the study, the following recommendations are hereby
presented:
1. Division Human Resource Section should implement
targeted professional development programs focused on
time management and personal growth and professional
development for novice teachers. This should include
workshops and mentoring sessions aimed at equipping
novice teachers with effective techniques to handle
diverse classroom environments.
2. Public School District Supervisors should provide
technical assistance and conduct regular monitoring and
evaluation to the aforementioned districts in support to
the novice teachers’ progress in overcoming challenges on
time management and personal growth and professional
development. This could involve structured observations
and constructive feedback to improve teaching practices
and student outcomes.
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3. School Heads should foster a supportive school
culture that values ongoing professional growth. This can
be achieved by encouraging collaboration among teachers,
providing resources for professional development,
and recognizing effective time management through
incentives or awards.
4. Teachers should actively engage in professional
development opportunities, including school training
programs and workshops that address specic challenges
which is to improve regular self-reection on time
management practices as identied in the study. They
should also seek mentorship from experienced colleagues
to enhance their classroom management skills and overall
teaching effectiveness.
5. Utilize this proposed School Management Plan,
which can help novice teachers navigate the complexities
of their early teaching years, leading to improved
performance and satisfaction in their professional roles.
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