Teachers’ Lived Experiences: Unveiling the Factors in Career Development

Abstract

This research described the lived experiences of eight public school teachers whose current positions remained stagnant for 10 years or more and the factors influencing their intentions for career development. This study used interviews to examine the varied viewpoints of the teachers while utilizing qualitative research design. Responses concluded that teachers commonly perceive rigid requirements, limited opportunities, and intense competition in their career development experiences. Teachers find promotion guidelines and requirements stringent, hindering their advancement due to lacking additional qualifications. The DepEd’s Merit Selection Plan and Open Ranking System intensify competition among teachers, making promotion more challenging. In addition, school principals and administrators are seen as crucial in providing opportunities for teachers to fulfill career advancement requirements. Furthermore, various factors impede teachers from pursuing career development, including family responsibilities, financial constraints, job burnout, and personal career decisions. Family obligations often take precedence, while financial limitations restrict career advancement. Job burnout resulting from the demands of teaching deter further career development. Some teachers simply choose not to pursue career advancement due to disinterest in furthering their careers. Despite the challenges, teachers expressed contentment, appreciation, and satisfaction with their current positions. Teachers face obstacles such as rigid requirements, limited opportunities, and personal constraints in their career development journeys, but many are ultimately satisfied with their roles as teachers. While many teachers are content with their current positions, there's still a need to address systemic barriers and provide opportunities for those seeking career advancement.