Navigating Career Stagnation: The Lived Experiences of Unpromoted Seasoned Teachers
Lee Glenda C. Precellas, Marleonie M. Bauyot
Asian Journal of Advanced Research and Reports · pp. 318–332 · Published 20 Jan 2025
10.9734/ajarr/2025/v19i1883Abstract
Aims: This study explored the lived experiences of seven unpromoted teachers in selected public schools in Digos City, Davao del Sur, Philippines, focusing on their challenges, coping mechanisms, and the support they need in relation to career stagnation. Study Design: A qualitative phenomenological approach was used to gain insights into the participants' personal experiences. Place and Duration of Study: The study was conducted in Digos City, Davao del Sur, Philippines. Methodology: The study involved seven teachers aged 40 and above, who had been in their entry-level positions for at least seven years selected through purposive and convenience sampling. Data were collected through in-depth interviews, and key themes were identified through Colaizzi’s method. Results: The results of the study revealed that the challenges of unpromoted seasoned teachers regarding career stagnation are the inability to pursue further education, limited training opportunities and rigid requirements, and emotional impact. Despite these challenges, they have developed coping mechanisms, including an engagement in professional development, constructive perspective, and work-life balance. On the other hand, they need leadership support and better opportunities for professional growth to alleviate their challenges of career stagnation. Conclusion: The study concludes that unpromoted teachers face significant barriers to career progression. Although they demonstrate resilience through various coping mechanisms, these challenges underscore the need for comprehensive career development programs that can better support their professional and personal growth. Furthermore, it provides valuable contributions to the scientific community by exploring systemic challenges and coping mechanisms that impact educators' professional growth and job satisfaction. The study emphasizes the crucial role of leadership support and professional development opportunities in addressing these barriers.
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