Classroom teachers' feelings and experiences in teaching early reading and writing: a phenomenological study

Abstract

The current study aimed to reveal classroom teachers' feelings and experiences in teaching early reading and writing. Phenomenological research design was applied in the qualitative research methodology of the study. The participants of the study were 15 classroom teachers working in different cities. The data were collected through semi-structured interview questions. The data collected were analysed through descriptive and content analysis techniques and interpreted. The findings obtained throughout the study were categorised into two themes, namely, rising and decline periods that indicate positive and negative feelings and experiences. In the decline theme, teachers' feelings and experiences were interpreted considering the concepts of 'stress and fear, struggling to survive or not to survive, inefficacy and exhaustion, feeling left alone and living everywhere'. In the rising theme, teachers' feelings and experiences were interpreted considering the concepts of 'happiness, self-confidence and socialization'. The findings were discussed in the light of the related literature.