A phenomenological Approach to the Experiences of New Teachers from the First Year of Teaching

The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.

This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.

After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".