Exploring the lived experience of reassigned lecturers in new school environment
Chrisnilu D. Sanlao
Abstract
Lecturers face complex challenges and transitions, experience personal and professional growth, and require supportive structures that emphasize the emotional, relational, and adaptive aspects of their experiences. This study explored the lived experiences of reassigned lecturers in a new school environment in Zamboanga del Sur, Philippines, during the 2023–2024 academic year, using qualitative research with a transcendental phenomenological method. Eleven participants were selected through purposive sampling, and in-depth face-to-face interviews were conducted. Data were analyzed using Moustakas' framework, which involved several key steps: bracketing, horizontalization, clustering into themes, textural description, structural description, and textural-structural synthesis. The study revealed eight main themes related to the experiences of reassigned lecturers: (1) developing mixed emotions during the transition, (2) building new relationships and establishing connections, (3) adjusting to new policies and expectations, (4) evolving through personal and professional growth, (5) adapting and aligning with school values, (6) maintaining open communication and a positive outlook, (7) accepting challenges and embracing the transition, and (8) embracing learning through expanded networks and resources. The findings indicate that while reassigned lecturers face emotional and societal challenges, they also embrace growth through open communication, a positive mindset, and adaptation to the new school environment. The study recommends that school administrators provide comprehensive orientation programs and peer support groups to help lecturers manage emotional challenges, implement professional development initiatives, foster relationship-building, and adapt effectively to new policies, thereby promoting resilience and a positive outlook.
Keywords
adaptability, communication, coping strategies, lived experiences, new school environment, reassigned lecturer
Author information & Contribution
Chrisnilu D. Sanlao. Doctor of Education major in Educational Management. Instructor at J.H. Cerilles State College – Main Campus. Email: chrisnilu.sanlao@jhcsc.edu.ph
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Institutional Review Board Statement
This study was conducted in accordance with the ethical guidelines and standards set by J.H. Cerilles State College. A formal letter requesting permission to conduct the research was submitted to the Office of the President and the Vice President for Academic Affairs (VPAA). The request was reviewed and approved, and the necessary ethical clearances were granted by the institution prior to the commencement of the study.
AI Declaration
The author declares the use of Artificial Intelligence (AI) tools in the preparation of this paper. Specifically, the author used ChatGPT and QuillBot for rephrasing and refining sentences, and Grammarly for grammar checking and correction. The author takes full responsibility for thoroughly reviewing, editing, and ensuring the accuracy and integrity of all AI-generated content.
Notes
Acknowledgement
References
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Cite this article:
Sanlao, C.D. (2025). Exploring the lived experience of reassigned lecturers in new school environment. International Journal of Educational Management and Development Studies, 6(3), 27-51. https://doi.org/10.53378/ijemds.353230
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