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A Phenomenological Exploration of Efficacious Teachers' Experience with Instructional Challenges

This psychological phenomenological study explored the challenges experienced by five efficacious teachers during instruction at a suburban government higher secondary school in Pakistan. The data collected through semi structured interviews was analyzed through Moustakas phenomenological data analysis plan. It was determined that the participants could not utilize their efficacy skills because of the challenges like poor supervision and no accountability by the principal, overcrowded classrooms and faulty paper marking by the fellow teachers. Further discussions led us to conclude that the said challenges in their triple impact resulted in an environment favorable for the growth of a habitual non-professional attitude in teachers because of which they could not show any efforts like commitment and resilience against them so as to justify their efficacy beliefs. On these bases, some suggestions were made to be seriously considered for the removal of the hurdles that thwart teachers from the efficient delivery of their performance during instruction.