ABSTRACT
This study explored the reasons for public elementary school teachers’ plan to work abroad and their decision to stay working abroad as bases for policy recommendations. Eight are planning to work abroad, and eight working abroad served as my participants. Data were gathered through in-depth interviews and analyzed using thematic analysis. Findings revealed six reasons why teachers plan to work abroad: financial constraints & economic pressure, heavy workload & systemic strain in public schools, limited professional growth & promotion opportunities, desire for international exposure & skill development, family responsibility as a driving force, and work-life balance & well-being consideration. For working abroad: financial stability & enhanced compensation, professional growth & career advancement, focused teaching & efficient workload, family & personal considerations, supportive work environment & well-being, and exposure to a well-resourced educational system. The study concludes that a policy recommendation is necessary to strengthen compensation, reduce workload, improve working conditions, and implement stronger retention strategies to reduce teacher migration.
Keywords: Public Elementary Teachers, Plan to Work Abroad, Policy Recommendation
INTRODUCTION
Teacher migration is becoming an important phenomenon affecting education systems worldwide, particularly in the developing world, including the Philippines. At the elementary level, teaching staff, especially public school teachers, first enter the education system at the primary level. However, numerous teachers encounter a combination of professional and personal difficulties that compel them to consider teaching abroad. Research shows that teachers’ migration intentions are influenced by economic factors, career stagnation, workload, and a lack of support from their home countries' education systems (Moon & Young, 2021; Taylor & Walden, 2024).
In the Philippines, teaching in public schools is associated with numerous challenges, including low salaries, an increasing burden of administrative responsibilities, excessively large classes, limited opportunities for professional growth, and inadequate access to training. When these circumstances are combined, there is an impetus for teachers to consider teaching in other countries where remuneration, working conditions, and recognition of professionalism are more favorable (Goza, 2023). The existing international market for professionally qualified teachers adds to the incentive for teaching abroad for Filipinos, especially in the regions of Asia, the United States, and the Middle East.
Teachers who migrate to another country choose to remain there because of the improved quality of life, better work–life balance, modernized teaching tools available in different countries, and greater potential to advance their careers. Research on labor migration indicates that when a person experiences favorable working and living conditions abroad, the likelihood of return migration decreases, unless there are drastic changes in the labor market in the person’s country of origin (Akkus & Çinkir, 2022). For the teaching profession, migration decisions are also influenced by family considerations and concerns about professional satisfaction and future security.
The ongoing migration of public elementary school teachers is a significant problem for the Philippine educational system, as it exacerbates the teaching shortage, increases the burden on remaining teachers, and threatens the continuity of teaching. Therefore, understanding teachers' experiences, motivations, and the reasons behind their decision to migrate to work abroad is important for educational leaders and policymakers. Qualitative methods provide this opportunity by offering a comprehensive understanding of teachers’ motives, the meaning of their actions, and the circumstances that influence their decisions (Creswell & Creswell, 2023).
Considering these circumstances, the present research, from a qualitative perspective, aims to understand the motivations of public elementary school teachers in the Philippines for their plans to work overseas and for their decisions to remain employed overseas. This study aims to identify factors that will inform policies to address teacher retention and the adequacy and improvement of the Teacher Support System (TSS) in public elementary schools in the Philippines.
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