ABSTRACT
This qualitative phenomenological study explored the lived experiences and teaching practices of private school teachers as bases for a proposed sustainability program. The participants were nine (9) teachers who had been teaching for five or more years in a private school in the Division of Iloilo City. Data were gathered through in-depth interviews to capture their personal and professional experiences within the institution. Thematic analysis was employed to interpret the data. Findings revealed that teachers’ positive experiences were characterized by a supportive working environment, opportunities for professional and personal growth, availability of teaching materials, and responsive and nurturing leadership. These positive experiences compensated for financial limitations as salary is perceived as non-competitive. In terms of teaching practices, participants highlighted the use of individualized instruction, strong emphasis on character and values formation, and the application of innovative and flexible teaching strategies to address diverse learner needs. The findings provided the basis for the development of a sustainability program.
Keywords: Private School Teachers, Lived Experiences, Teaching Practices, Sustainability Program.
INTRODUCTION
Teachers greatly influence the development of the academic foundation, values, and holistic development of learners. In private schools, teachers are often expected not only to deliver quality instruction but also to uphold institutional values, foster student engagement, and meet the expectations of parents and administrators. Their lived experiences, both positive and challenging, significantly influence the way they teach, interact with students, and respond to the expectations of the profession. Understanding these experiences provides a deeper insight into the teaching situations in private school settings and highlights the areas where intervention is most needed.
Studies have shown that teachers’ professional growth, job satisfaction, and morale are affected by various factors such as the work environment, availability of resources, administrative support, parental involvement, and compensation (Rollo, 2024). Positive experiences such as supportive leadership, opportunities for training, and recognition of efforts tend to enhance teachers’ motivation and instructional effectiveness. Conversely, challenges like workload pressures, limited resources, or lack of institutional support may hinder their teaching practices and affect student learning outcomes. These realities suggest that teachers’ lived experiences are directly connected to their teaching strategies and overall classroom performance.
In the Philippine context, private school teachers face unique conditions compared to their counterparts in government schools. While some benefit from smaller class sizes, closer relationships with parents, and supportive leadership, others experience lower salaries, limited benefits, and fewer to no opportunities for professional advancement. These disparities highlight the importance of structured support networks that can respond to not only instructional concerns but also the broader aspects of teachers’ professional and personal well-being.
Teaching practices, which include instructional strategies, classroom management, use of technology, and student engagement, are shaped by the realities that teachers face every day. Effective practices often emerge when teachers feel supported, motivated, and equipped with the necessary skills and resources. Meanwhile, ineffective practices may lead to anxiety, exhaustion, or insufficient professional development. Thus, exploring the link between teachers lived experiences and their teaching practices become essential in identifying factors that are to be sustained to help teachers enjoy and stay in private schools.
There has been a growing trend of new teachers beginning their careers in private schools but eventually transitioning to public institutions. This trend raises concerns about the retention of educators in private schools and the factors influencing their decisions to leave.
Understanding the experiences, challenges, and teaching practices of private school teachers is crucial for addressing this issue and promoting teacher retention in private education.
This study draws from the idea that teachers’ experiences are not isolated events but part of a broader system that affects their instructional approaches and professional identity. By examining private school teachers’ lived experiences and teaching practices, this research seeks to identify their needs and challenges and, consequently, develop an intervention program. Such a program aims to enhance professional development, promote teacher well-being, strengthen institutional support, and ultimately raise the standard of education in private schools.
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