Career Stagnancy: A Phenomenological Inquiry into Unpromoted Teachers
DOI:
https://doi.org/10.54536/ajiri.v5i1.6990Keywords:
Career Stagnancy, Lived Experiences, Teachers’ Promotion, Transcendental Phenomenology, Unpromoted TeachersAbstract
Many teachers in the Philippine public education system remain unpromoted for extended periods despite established promotion policies, yet little is known about how they address and interpret this protracted career stagnation. This study sought to understand the essence of career stagnation as influenced by structural, emotional, and personal factors by investigating the lived experiences of unpromoted public school teachers. A qualitative phenomenological design was used, guided by Moustakas’ Transcendental Phenomenology. Nine (9) Teacher I participants from Koronadal National Comprehensive High School, a sizable public secondary school in Region XII, the Philippines, were chosen using purposeful sampling. The data were gathered through in-depth semi-structured interviews and processed utilizing horizontalization, phenomenological reduction, textural and structural description synthesis, and grouping of key statements. The results revealed eight interrelated themes: identity creation beyond rank, coping and resilience, emotional and psychological strain, personal and familial restrictions, structural and bureaucratic barriers to advancement, and enduring hope for the future. The experience’s main takeaway was that career stagnation is a complex, emotionally charged, and meaning-driven phenomenon that is formed by unfair systems and a persistent dedication to teaching rather than just a procedural delay. The study concludes that teachers’ emotional health, family relationships, professional identity, and long-term goals are all significantly impacted by extended non-promotion. These results highlight the need for stronger psychosocial support systems and more compassionate, open, and equitable promotion procedures to maintain teachers’ dignity and the caliber of education.
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