ABSTRACT
This study explored the lived experiences of contractual English teachers in private universities in Iloilo City to serve as a basis for a proposed intervention program. Using a qualitative design, the researcher conducted in-depth Key Informant Interviews (KII) with six (6) participants. The findings revealed teachers experience fulfillment in teaching and find opportunities for professional growth; however, they face significant uncertainty due to their employment status. Key challenges were categorized into instructional, administrative, and financial concerns. To manage these, teachers employed various instructional strategies, professional and collaborative practices, and financial coping mechanisms. Based on these findings, the study proposed an intervention program aimed at enhancing teacher fulfillment, strengthening professional competencies, and improving working conditions, institutional support, and financial stability. Ultimately, the study underscores the need for responsive programs to promote teacher well-being, improve educational quality, and enhance institutional effectiveness.
Keywords: Contractual English Teachers, Experiences, Private Universities, Intervention Program
INTRODUCTION
A well supported teaching force is crucial for fostering quality education (UNESCO, 2024). Particularly, English teachers play an important role in universities, as proficiency in the field is often linked to success in academics, employment, and global competence (Santos et. al., 2022). As English language functions as medium of instruction in Philippine higher education, the quality of teaching English has an impactful role in institutional outcomes and educational goals (Sasaninia, 2025). However, despite the important role that teachers have, their employment conditions remain uncertain due to the increasing reliance on contractual or “part-time” employment in higher educational institutions (Saquin, 2025). Contractual employment is a fixed-term appointment which encompasses limited benefits and lack of tenure, contrary to regular employment which typically offers job security and advancement in professional careers (Solomon & Du Plessis, 2023). Contractualization has long been a subject of debate because of its implications on the rights of the workers, their economic stability, and wellbeing (Villena, 2021). Studies show that contractual teachers frequently suffer job insecurity, unstable finances, limited opportunity for professional growth, and feelings of being marginalized in academic institutions (Saquin, 2025; Ferrer & Canape, 2025; Solomon & Du Plessis, 2023). These conditions can potentially impact the motivation, instructional efficiency, and professional identity of English teachers.
In the Philippines, studies on the employment of teachers have identified contractual teaching as a predominant practice in both private and public higher educational institutions, specifically in the field of language and general education (Ferrer & Canape, 2025). Studies focusing on contractual teachers in the Philippine universities reveal that there are persistent concerns regarding “contract renewal”, imbalance workloads, and exclusion from important decision-making processes, despite doing the same job to those of regular teachers (Saquin, 2025). However, existing literature relies on quantitative analyses, leaving a research gap for the narratives and experiences of teachers themselves. Phenomenological approaches offer a valuable perspective for addressing this gap, as it focuses on the experiences of individuals and the meanings they assign to their work conditions. It seeks to understand how people undergo a phenomenon, such as contractual and regular employment, within their specific and institutional contexts (Cresswell, 2009). Through engaging with teachers in in-depth key informant interviews, qualitative studies can highlight the emotional, psychological, and professional aspects of employment structures that are often overlooked in policy discussions.
In Iloilo City, there remains a scarcity of qualitative research examining how contractual English teachers experience their employment conditions, and how these circumstances shape their professional identities, practices, and perceptions of institutional fairness. Furthermore, there is a limited study that explicitly connects the lived experiences of English teachers to intervention programs.
To address this gap, this study explored the lived experiences of contractual English teachers through a phenomenological inquiry using thematic analysis to determine recurring patterns. Importantly, this study translated the findings into meaningful intervention programs.
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