Politics of Teacher’s Promotion System in Public Schools

Abstract

This study explored the lived experiences of teachers on the prevalence of politics in the promotional system of their workplace. This utilized the phenomenological approach, gathered data using in-depth interviews and focus groups to have a deeper apprehension of their lived experiences, how it affects the teachers, and their insights.  Results of the study revealed that politics in the workplace is widespread, and depending on their organizational position could offer either benefits or drawbacks. Four themes are emanated from the lived experiences of the participants, namely: voluminous requirement, unjust selection, nepotism/ Padrino system and gender discrimination. It revealed that nepotism/ Padrino system is among the most prominent situations encountered by educators at work. Teachers narrated how their unpleasant experiences led them to find the motivation to grow both professionally and personally. On the other hand, the effects of politics on the promotional system revealed two major themes: favorable effects and unfavorable effects, indicating that their effectiveness at work is compromised. Expectedly, their insights reflected that the current promotional systems of learning institutions must be improved. Two main themes emerged from their insights, specifically: reforms and active participation, and; professional and personal growth. Nonetheless, this sheds light on the current promotional system of DepEd, thus appropriate interventions must be done to create a fair environment and offer equal opportunities for promotions in the workplace.