Open AccessExpectations of PhDs Working in a Challenging School Environment: Results from a Qualitative Study
Author(s) -
Syed Abdul Waheed,
Nadia Gilani,
Muhammad Saqib
Publication year - 2021
Publication title -
journal of business and social review in emerging economies
Language(s) - English
Resource type - Journals
eISSN - 2519-089X
pISSN - 2519-0326
DOI - 10.26710/jbsee.v7i2.1582
Subject(s) - originality , snowball sampling , value (mathematics) , qualitative research , face (sociological concept) , phenomenon , psychology , pedagogy , medical education , professional development , service (business) , mathematics education , sociology , medicine , computer science , social science , economy , economics , physics , pathology , quantum mechanics , machine learning
It is fortunate or unfortunate that PhDs are working as school teachers at different levels. It may be predicted that many PhD degree holders will be ready to join the School Education Department in near future while many graduates are completing their PhDs. The present study purports to explore expectations of PhDs working as school teachers and investigating the challenges they face while teaching in various schools of Punjab, Pakistan. Participants’ lived experiences of working in school were examined through the phenomenological approach of qualitative research. For this purpose, eleven PhDs were approached through a snowball sampling to gather data employing interviews on the phenomenon. The results emerged in the form of themes and sub-themes that include relationships with the school comminates, PhD teachers’ expectations (sub-themes: expectations from students and colleagues, expectations from education authorities, and expectations for professional development), and challenging school environment. The study implies the recognition of PhDs working as school teachers, their professional satisfaction and service structure and their appropriate placement in the education system.