Arlyn D. Tutica (Author)
Abstract
Teachers moving from one educational institution to another has been a growing concern in the education sector. This research aimed to determine the factors that have influenced DepEd teachers to transfer to state universities, colleges, and educational institutions abroad in the province of Capiz. The study adopts a qualitative approach, using narrative inquiry to record the lived experiences of the teacher exodus. Through a focus group discussion and data gathering through Google Forms, the research uncovered the multifaceted reasons for their decision to leave the profession, including work-life balance, struggle with promotion, geographical or personal advantage, and self-development. Teachers expressed a desire for a more manageable workload and the opportunity to prioritize personal and family life. They perceived limited opportunities for professional growth and advancement, leading them to seek alternative paths to develop their careers. Furthermore, the research examined the differences between DepEd’s work environment and the teacher’s new working station. Significant differences existed, revealing challenges within DepEd in terms of administrative policies, administrative supervision, salary and benefits, physical working conditions, and job security. Overall, the findings suggested a more favorable work environment outside of DepEd, marked by greater support, resources, and opportunities for professional growth. The findings of this research contribute to a deeper understanding of the complexities surrounding teacher attrition and provide valuable insights for policymakers, school administrators, and educational stakeholders.
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Keywords: Teacher Exodus, Human Resource Management