TENURE WITHOUT TRAJECTORY: MEANING-MAKING OF PROMOTION OPPORTUNITIES AMONG TEACHERS

EDUCATION

This phenomenological study explored the lived experiences of six public secondary school teachers in Nabunturan East District regarding their stagnant career movement, termed "tenure without trajectory." The findings revealed that teachers face significant challenges, including overwhelming administrative burdens, inconsistent promotion guidelines, and a system that prioritizes paper requirements over actual classroom impact. To navigate these hurdles, participants utilized coping mechanisms such as seeking family support, engaging in recreational activities like gaming and journaling, and maintaining a positive mindset. The study underscores the need for a more transparent, merit-based promotion system that honors years of service and genuine dedication. It recommends streamlining bureaucratic processes and institutionalizing better support systems to ensure clear professional growth for long-term educators.

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