Paper Contents
Abstract
AbstractThis phenomenological study explored the lived experiences of public high school teachers in the Digos City Division who face career immobility. It examined the challenges they encounter in their professional growth and the strategies they employ to maintain classroom effectiveness. Data were gathered through virtual in-depth interviews, capturing teachers narratives regarding career advancement. Thematic analysis revealed several barriers to upward mobility, including limited opportunities for promotion, lack of personal and professional fulfillment, job insecurity, and feelings of disempowerment. Despite these challenges, participants demonstrated resilience through strategies such as proactive self-preparation, sustained motivation, and engagement in professional development. The findings underscore the need to enhance teacher support systems by offering clear career pathways, recognizing contributions, and providing meaningful opportunities for advancement. These insights may guide future initiatives aimed at retaining and empowering experienced educators within the public education system.Keywords: Career immobility, coping strategies, teacher resilience, professional development, public high school education
Copyright
Copyright © 2025 Marvin Louie E. Nulmasa. This is an open access article distributed under the Creative Commons Attribution License.
