Life World in Teaching among Maritime Instructors

Abstract

This qualitative study explored the teaching-learning experiences of maritime instructors at the University of Cebu, aiming to understand their experiences, challenges, and aspirations to enhance training and development programs. Specifically, it examined positive and negative teaching experiences, strategies to address challenges, and instructors’ aspirations to improve teaching performance. The study involved 20 maritime instructors, 10 from the marine transportation department and 10 from the marine engineering department, from the University of Cebu Maritime Education and Training Center and the University of Cebu Lapu-Lapu and Mandaue. Participants were selected using inclusion criteria. Data were gathered through a validated researcher-made questionnaire consisting of informants’ profiles and open-ended questions. A transcendental phenomenological approach was employed to generate in-depth qualitative data. Seventeen (17) themes emerged. For teaching experiences, three (3) positive themes were identified: job satisfaction of former seafarers, building relationships with students, and improving oneself while working as a teacher. Seven (7) negative themes emerged: additional non-teaching responsibilities, insufficient training and orientation, time constraints to cover course contents, inadequate instructional materials, non-conducive learning environment, challenging students’ attitude, and non-competitive teachers’ salaries. In addressing challenges, four (4) themes surfaced: employ varied teaching-learning strategies, seek assistance from colleagues, listen to students’ needs, and maintain a positive attitude. Lastly, two (2) aspiration themes emerged: pursue professional growth and development and receive regular feedback on teaching performance. Findings suggest that maritime higher education institutions should reevaluate training and seminar programs, emphasizing both simulator training and effective teaching strategies.