A PHENOMENOLOGICAL INQUIRY ON THE EXPERIENCES OF PUBLIC ELEMENTARY TEACHERS ON RETENTION

Department of Education

The thematic analysis of the lived experiences of six public elementary school teachers in Nabunturan East District revealed that their continued service was shaped by personal fulfillment, strong professional identity, and supportive school communities. Teachers expressed motivation rooted in a deep sense of vocation, commitment to student success, and the legacy of family influence. They highlighted key coping mechanisms such as collaboration with colleagues, work-life balance, and participation in professional learning communities. Despite systemic challenges ranging from administrative burden, classroom resource inadequacies, to low compensation their resilience was reinforced through institutional support, mentorship, and recognition. Teachers underscored the importance of inclusive school leadership, collegial culture, and contextualized professional development as vital enablers of retention. Their insights emphasized the need to promote teacher autonomy, build a respectful workplace environment, and institutionalize retention policies that honor teachers' socio-emotional well-being. The findings call for education stakeholders to prioritize strategies that enhance job satisfaction and affirm the indispensable role of teachers in sustaining public education quality.

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