First-Hand Insights of Novice Teachers in Entrepreneurial Cooperative Schools

Abstract

This study analyses the lived experiences of novice teachers in entrepreneurial cooperative schools in the Philippines. These schools offer a value-oriented alternative to private schools, especially given that so many teachers are burning out. The research was conducted at one cooperative school in the Quezon IV district of Bukidnon. It addresses a critical gap: these schools offer promising teamwork and fortitude but lack sufficient information about why novice teachers choose them, what problems they face, what they gain, and what advice they offer in resource-minimal settings. The aim was to determine why they chose these jobs, what challenges they faced, what benefits they gained, and what advice they would give others. We intentionally selected 15 novice teachers with less than 2 years of on-the-job experience. We conducted open-ended interviews and analyzed excerpts to identify four main themes. They appreciated team support, shared plans, and encouragement/guidance from experienced teachers to get started. But real issues arise: insufficient supplies or technology, extensive responsibilities, pressure to bring in more students through local outreach, and administrative stagnation. Despite all of these, they emerged more resilient, navigating adversity, taking charge of small projects, and developing intrapreneurial leadership to foster institutional sustainability. Their advice was practical to stay flexible, utilize team capacity, and integrate abstract principles with practical applications. The results show that these schools have significant potential but are underdeveloped. The study calls for better training programs, equitable resource distribution and manageable workloads to retain teachers.