Examination of classroom teachers' first day experiences in the classroom

The purpose of this study is to examine the first-day experiences of elementary school teachers. To achieve this aim, a qualitative research method was employed, and the study was conducted within the framework of a phenomenological design. In the research, the maximum variation sampling method, one of the purposive sampling techniques, was used. The study group consisted of a total of 16 participants, including 10 novice elementary school teachers and 6 experienced elementary school teachers, who were active during the 2023-2024 academic year. As a data collection tool, a semi-structured interview form was prepared and administered. Communication with the participants was conducted via email, text messages, and voice messages. Descriptive analysis, content analysis, and numerical analysis methods were used in the collection and analysis of the data. Based on the findings obtained from the research, it was concluded that elementary school teachers faced challenges in planning and implementing the first day, communicating with students, and managing the classroom and time. Consequently, teachers generally experienced a first day that did not satisfy them and felt inadequate in terms of professional knowledge and competence. It was revealed that teachers placed significant importance on their first-day experience, which influenced their motivation and classroom organization in subsequent days. The study also found that the most frequently used resources by elementary school teachers for first-day activities were internet blogs and social media, and they were unable to find other sources for first-day activities. Additionally, it was concluded that elementary school teachers had difficulty creating activities within a specific context.