Retiring Teachers' Observations of New Teachers in the Profession: A Phenomenological Inquiry

EDUCATIONAL MANAGEMENT

This qualitative phenomenological study explored how retiring teachers in Mangagoy I District, Division of Bislig City, observe, interpret, and respond to new teachers in the profession. Nine retiring public elementary teachers, aged 56 to 60 years and with 25 to 35 years of teaching experience, participated in individual in-depth interviews. Data were gathered through a validated semi-structured interview guide and analyzed using Colaizzi’s phenomenological method, with trustworthiness supported through credibility, dependability, transferability, confirmability, participant validation, and systematic documentation. The findings revealed six interconnected dimensions of retiring teachers’ observations of new teachers: technology-driven instructional innovation, learner-centered responsiveness, positive but developing classroom authority, systematic and adaptive instructional practice, collaborative professional engagement, and continuous professional advancement. Retiring teachers described new teachers as technologically confident, creative, responsive to learner diversity, increasingly systematic in planning and assessment, active in school-community activities, and willing to pursue further professional learning. At the same time, participants observed that classroom discipline and consistent authority remain areas in which some new teachers continue to develop practical competence. Three themes described the participants’ beliefs: shared commitment to the teaching purpose, innovation grounded in enduring values, and growth through experience and continuous learning. Their attitudes were reflected in three further themes: supportive embrace of new teachers, nurturing guidance with professional expectations, and collaborative and mentoring relationships. Taken together, the findings suggest that the participants do not view generational differences as a conflict between old and new approaches. Instead, they recognize complementary strengths: younger teachers bring technological fluency, creativity, and fresh perspectives, while experienced teachers contribute practical wisdom, contextual judgment, and accumulated professional knowledge. The study therefore highlights the value of structured induction, mentoring, intergenerational professional learning, and continuous development that allows new and experienced teachers to learn from one another while maintaining professional responsibility, learner-centeredness, and ethical practice.

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