Teachers' lived experience in the first year of work; Farhangian University graduates

Background and Objectives: The transition from pre-service teacher preparation programs to the dynamic, unpredictable environment of real-world classrooms represents one of the most critical and challenging junctures in a professional educator’s career. Novice teachers, particularly graduates of specialized teacher training institutions such as Farhangian University, often enter the profession with high idealistic expectations, theoretical knowledge, and a strong sense of pedagogical commitment. However, upon entering actual schools, they frequently encounter a profound discrepancy between academic theory and practical reality.

This study addresses the central problem of “reality shock”—a phenomenon characterized by acute professional disorientation, emotional stress, and pedagogical dissonance experienced by novice teachers during their initial year of service. Despite the theoretical and practical preparation provided by teacher training universities, newly graduated teachers face complex systemic, interpersonal, and instructional demands in primary schools. The primary objective of this qualitative phenomenological research is to deeply explore, analyze, and uncover the lived experiences, multidimensional challenges, and professional adaptation processes of Farhangian University graduates during their inaugural year of teaching.

Methodology: To capture the deep, subjective, and nuanced realities of novice teachers’ daily experiences, this study adopted a qualitative research design utilizing a descriptive phenomenological approach (rooted in Husserlian phenomenology). Phenomenology is exceptionally suited for investigating how individuals make meaning of their lived phenomena without imposing pre-existing theoretical frameworks.

• Population and Sampling: The target population comprised novice elementary school teachers in Kermanshah province who graduated from Farhangian University and were experiencing their first year of formal teaching service. A purposeful sampling method based on specific criteria (information-rich cases, willingness to participate, and successful completion of the first academic year) was employed. Data saturation was achieved with 26 participants, at which point no new significant themes or insights emerged from the interviews.

• Data Collection: Data were gathered through in-depth, semi-structured interviews lasting between 45 to 75 minutes. The interview protocol focused on open-ended questions concerning daily classroom realities, emotional states, relationship dynamics with colleagues and administrators, and perceived gaps in initial training.

• Data Analysis: Interview transcripts were analyzed rigorously using Colaizzi’s seven-step phenomenological data analysis method. This iterative process involved: (1) reading and re-reading all transcripts to acquire a thorough understanding; (2) extracting significant statements and phrases relevant to the phenomenon; (3) formulating generalized meanings from these significant statements; (4) aggregating formulated meanings into clusters of themes; (5) integrating the exhaustive description into an exhaustive fundamental structure of the phenomenon; (6) validating the findings with participants (member-checking); and (7) incorporating final modifications based on feedback. This systematic process ultimately led to the extraction of 8 main themes and 39 sub-themes.

Findings: The rigorous phenomenological analysis revealed that the professional lives of novice teachers during their first year of service are dominated by a severe “reality shock.” The findings are structured around the core dimensions of their lived experiences, prominently reflecting three overarching thematic categories encompassing the 8 main themes:

1. Pedagogical Skill Gaps and Instructional Challenges: Novice teachers reported a significant friction point regarding practical classroom execution. Key challenges included severe difficulties in managing diverse and large classrooms (classroom management), managing time constraints effectively, and adapting rigid curriculum frameworks to the diverse cognitive needs of elementary students.

2. Psycho-Individual Pressures and Emotional Dissonance: The transition triggered intense internal psychological strain. Participants articulated profound emotional exhaustion, feelings of professional isolation, anxiety over evaluation, and a noticeable decline in professional self-efficacy as they struggled to bridge the gap between their ideal pedagogical beliefs and daily survival in the classroom.

3. Socio-Organizational Pressures and Cultural Disjunctions: The institutional environment presented unexpected obstacles. These included the shock of unsupportive organizational cultures, inadequate mentorship or induction programs from school leadership, and strained, defensive interactions with parents who often contested novice teachers’ instructional authority and competence.

Conclusion, Implications, and Recommendations: The findings conclusively demonstrate that the first year of service is not merely a transitional phase, but a pivotal, transformative milestone that profoundly shapes the long-term professional identity, career retention, and pedagogical efficacy of teachers. The stark gap between theoretical training and operational realities underscores the urgent need for structural and curricular reforms in teacher education institutions.

Key Policy Recommendations for Educational Policymakers and Administrators:

• Curriculum Reform in Teacher Training: Teacher training universities (such as Farhangian University) must structurally redesign their curricula to place greater emphasis on practical, scenario-based problem-solving, classroom management techniques, and emotional resilience training rather than relying solely on abstract pedagogical theories.

• Enhanced Community-Based Practicums: Extend and deepen internship and practicum programs, allowing prospective teachers to experience full-cycle school environments, administrative burdens, and parent-teacher interactions prior to graduation.

Institutional Induction and Mentoring Systems: Educational authorities must establish robust, supportive induction programs in schools, pairing novice teachers with experienced mentors to mitigate early-career burnout, alleviate emotional isolation, and prevent the entrenchment of ineffective, survival-driven teaching practices.