Migration from private to public institutions: A phenomenological study on transitional challenges from teachers’ viewpoints

Nepthalie J. Gonzales
Philippine Normal University, Manila, Philippines
[email protected]

The migration of teachers from private schools to public schools is inevitable. The study described the transitional challenges experienced by the teachers as they migrated from teaching in private to public institutions. This study utilized the qualitative approach in collecting data, specifically, a Phenomenology methodology that influenced the research process that describes the lived experienced the seven (7) migrant teachers. The 7 teachers taught in private schools for a minimum of five (5) years before migrating to public schools. An in-depth interview guided by an aide-memoire was used to evoke the translational challenges experienced by the teachers. The analysis revealed the three themes emerged that generally describe the experiences of migrated teachers, these are STOP: an unapproachable step to colleagues, LOOK: the scarcity of the facilities in the school environment, and LISTEN: a walk the talk approach of the principal. Given the findings, the recommendation was anchored to the ideal circumstances of the migrated teachers in terms of colleagues, school environment, and principal.

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