Beyond the Instructional Functions of Teachers: A Phenomenological Study
DOI:
https://doi.org/10.54536/ajmri.v1i5.765Keywords:
Multiple Ancillary Functions, Elementary Teachers, Coping Mechanisms, PhenomenologyAbstract
This study explored the lived experiences of elementary teachers with multiple ancillary functions and how they are coping with their multiple assignments. A qualitative-transcendental phenomenology method of research was utilized, and the informants were selected using a purposive sampling technique. Findings of the study revealed the experiences of elementary teachers with multiple ancillary functions such as time management, work stress, and teacher productivity. Meanwhile, in terms of how they cope with the challenges of having multiple ancillary functions, the elementary teachers specified that planning ahead of time, collaborating with colleagues, and being positive in the workplace are the ways they used to alleviate the challenges and pressure that they are experiencing. Lastly, the elementary teachers uttered that building a harmonious relationship with colleagues, having a positive mindset, offering financial support, and coming up with a working schedule could help address the challenges of having multiple ancillary functions
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