Weighing Local Service and International Teaching Prospects: The Narratives of Monkayo West District Teachers on Retention

Education

This phenomenological study explored teachers lived experiences regarding career choices between international and local teaching service, aiming to identify the support systems needed to retain qualified teachers in the Philippines. Specifically, it focused on teacher retention, the lived experiences of teachers to stay, the motivations that encourage them to remain in the profession, and the insights and suggestions they have gained throughout their professional journey. Eight participants, all from the Monkayo West District, underwent in-depth, semi-structured interviews to capture the richness and depth of their narratives. This study employed a phenomenological approach to qualitative research, allowing the researcher to delve into the participants’ personal meanings, perceptions, and emotions related to their career decisions. As part of the ethical considerations, the identities of the eight participants were kept confidential and anonymous, ensuring that their personal and professional privacy was protected. The findings revealed that teacher retention is shaped by a complex interplay of factors including working conditions, financial stability, professional growth opportunities, and a sense of purpose and community all of which significantly influence their long-term commitment to the Philippine education system. Moreover, participants highlighted the importance of supportive leadership, access to continuous professional development, and policies that address teachers’ well-being as key elements in fostering retention. The study further underscored that while financial incentives play a role, intrinsic motivations such as passion for teaching, service to the community, and the fulfillment derived from student success remain powerful driving forces behind their decision to stay.

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