This phenomenological study aims to identify the different experiences of the Department of Education teacher-applicants who are seeking for a permanent teaching position in the government. Seven teacher-applicants from the different schools in the District of New Washington – Division of Aklan, Philippines were included in this study purposively. The conduct of this study was from August 2022 to November 2022. The researcher utilized semi-structured (individual) interviews in gathering the data. Colaizzi’s method of data analysis was used in interpreting the qualitative research data gathered to identify meaningful information and organize it into themes or categories. Findings revealed that generally, there were seven (7) main experiences of the teacher-applicants encountered during their application for permanent teaching position in the Department of Education. These experiences are: challenging; exhausting and costly collection of pertinent papers for the application; humiliation and emotional trauma caused by the evaluation panel; losing eagerness and determination because of the system; stress and frustrations; limited or no vacancy of teaching position and applying all over again if not hired; and learning valuable and life changing lesson/s. In conclusion, despite the different challenges they encountered, teacher-applicants stayed being resilient and hopeful. They have also given more concentration upon developing their self-knowledge, esteem and professional identity through all-inclusive approaches.
teacher-applicants, permanent position, ranking, hiring, registry of qualified applicants
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
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Cite this article:
Senining, J.R. & Barrios, R.T. (2023). The Ordeal and the Triumph in Becoming a Permanent Teacher. Industry and Academic Research Review, 4 (1), 16-21.
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