The Road Less Easy: A Phenomenological Study of Teachers who Triumphed through Multiple Attempts in Department of Education

Abstract

This study employed a qualitative phenomenological approach to explore the lived experiences of newly hired teachers in the Municipality of Kapalong who faced repeated challenges in entering the Department of Education (DepEd). Focusing on their emotional, psychological, and professional journeys, the research aimed to uncover how these educators coped with multiple rejections, financial strain, and societal expectations while maintaining their commitment to teaching. Using purposive sampling, five (5) participants of IDI and five (5) participants of FGD were carefully selected based on specific criteria namely, teachers who had undergone multiple unsuccessful attempts before eventually securing a position with DepEd. Data were gathered through in-depth interviews and focus group discussions, allowing participants to share their personal narratives in a safe and reflective space. Thematic analysis revealed key themes such as perseverance through application hardships, emotional resilience, financial struggles, personal growth, and motivation rooted in their passion for teaching. The findings not only humanize the recruitment process but also offer meaningful insights into how these experiences shaped their identities as educators. This study highlights the need for more empathetic, inclusive, and supportive hiring policies within the Philippine education system to better assist aspiring teachers facing similar challenges. Additionally, this study offers recommendations for improving the recruitment system, such as developing mentorship programs, enhancing transparency in hiring procedures, and promoting mental health support for applicants. These insights can guide policy makers and education leaders in designing systems that value resilience and personal growth alongside credentials