Switching School Environment: The Journey of Teachers Moving From Private to Public School
Article Sidebar
Main Article Content
Abstract
Background and Aim: The Philippine education system comprises public and private institutions pursuing shared national goals. Teacher migration from private to public schools affects quality distribution and workforce equity, yet their transition journey remains underexplored. This study examined their motivations, challenges, support systems, and professional fulfillment. Findings aim to inform strategic teacher career management in education administration.
Materials and Methods: This qualitative study used a single instrumental case study based on Merriam’s methodology, focusing on the shared transition experience of 10 teachers. Data were collected through interviews, transcribed, and analyzed using open coding. The design explored lived experiences. Ethical approval and informed consent were secured.
Results: The findings revealed that financial concerns, family influence, and the search for job satisfaction motivated teachers to transfer to public schools. Despite facing challenges such as delayed salaries and difficulties adapting to new environments, support from family and colleagues played a crucial role in easing the transition. Improved compensation contributed significantly to job satisfaction, aligning with Herzberg’s idea of hygiene factors, although many teachers struggled to maintain work-life balance.
Conclusion: The transition from private to public schools is more than a career shift. It reflects a personal journey toward stability, growth, and deeper fulfillment. This pursuit, driven by the need for security, belonging, and purpose, demonstrates the importance of intrinsic motivation and teacher well-being in fostering sustainable professional commitment in educational settings.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright on any article in the Journal of Education and Learning Reviews is retained by the author(s) under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Permission to use text, content, images, etc. of publication. Any user to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. But do not use it for commercial use or with the intent to benefit any business.
References
Ahmed, H. (2024). Teacher development in the digital age: The role of reflective practice. International Journal of Educational Innovation, 12(1), 45–58.
Alwerthan, A. A. (2024). Exploring leadership styles among school principals in Saudi Arabia. Educational Management Administration & Leadership, 52(2), 230–245.
Amit, K. (2018). The role of school culture in shaping student outcomes. Educational Review, 70(3), 332–347.
Aquino, M. R., Navarro, M., & Reyes, D. (2023). Teacher motivation and job performance in public secondary schools. Philippine Educational Studies, 18(2), 121–136.
Cardiño, J. M., & Naparan, M. M. (2024). Instructional leadership and teacher efficacy: A correlational study. Journal of Educational Leadership and Practice, 9(1), 18–33.
Chanco, A. P. (2023). Empowering learners through inclusive teaching strategies. Southeast Asian Journal of Education, 14(2), 99–110.
Cheng, Y., & Kadir, A. (2018). Professional learning communities and teacher development in Malaysia. Asia Pacific Journal of Education, 38(1), 1–14.
Ching, L. L., Estrella, M., & Sison, R. (2023). 21st-century teaching strategies in urban high schools. Journal of Curriculum and Instructional Studies, 5(4), 213–225.
Colak, R., & Altinkurt, Y. (2022). Principal support and teacher commitment: A Turkish perspective. Journal of Educational Research, 115(1), 40–55.
Crawford International. (2022). Global education standards and practices. Johannesburg, South Africa.
Cruz, L. B., Magpayo, A., & Dizon, J. (2022). The impact of instructional supervision on teacher performance in the Philippines. Philippine Journal of Teacher Development, 3(1), 56–72.
De Vera, M. (2021). Instructional leadership in the digital classroom: Challenges and solutions. Manila Bulletin Publications.
DepEd Order No. 03, s. 2013. Basic Education Research Fund (BERF). Department of Education, Philippines.
DepEd Order No. 06, s. 2024. Guidelines on Performance-Based Bonus. Department of Education, Philippines.
DepEd Order No. 07, s. 2023. Revised School-Based Management Framework. Department of Education, Philippines.
DepEd Order No. 40, s. 2014. Child Protection Policy. Department of Education, Philippines.
DepEd Order No. 88, s. 2010. Revised Policies on the Operation and Management of School Canteens. Department of Education, Philippines.
Deshar, B., & Maharjan, K. (2024). Leadership for learning in South Asian schools. South Asian Journal of Education, 6(1), 25–39.
Dias-Lacy, S. L., & Guirguis, R. W. (2017). Challenges for new teachers and how to address them. Journal of Education and Training Studies, 5(3), 23–29.
Ertürk, A. (2021). Transformational leadership and its effect on organizational commitment. Educational Leadership Review, 19(1), 45–60.
Estomo, L. F. (2024). Teacher engagement and learner-centered instruction. Education Quarterly, 23(1), 78–89.
Faisal, M., & Hussien, S. (2023). Job satisfaction and burnout among high school teachers. International Journal of Educational Psychology, 9(2), 100–115.
Francisco, R. G., Delos Reyes, M. L., & Valdez, K. M. (2024). Teacher empowerment and school success. Journal of Teacher Education and Practice, 10(1), 11–24.
Gates, B. (2018). Education for a changing world. Bill & Melinda Gates Foundation.
Harrisman, M., Lopez, J., & Beltran, A. (2019). Collaborative school culture: A key to success. Asian Journal of Educational Research, 7(2), 77–89.
Hernando-Malipot, M. (2018). PH public school teachers: Too many tasks, too little time. Manila Bulletin.
Hopper, S. (2024). Digital tools for 21st-century education. Journal of Learning and Technology, 15(1), 29–42.
Jacob, A., Sibug, M., & Andrada, N. (2018). Effective teaching practices for diverse learners. Journal of Inclusive Education, 8(3), 101–115.
Jumuad, S., Albos, M., & Dela Cruz, L. (2017). Mentorship and performance among new teachers in rural schools. Philippine Educational Journal, 12(4), 134–147.
Katete, J., & Nyangarika, A. (2020). Teacher leadership in Sub-Saharan Africa. African Journal of Educational Leadership, 4(1), 55–69.
Kaur, J. (2024). School climate and teacher retention: A global review. Global Education Review, 11(2), 66–79.
Kwamboka, C. (2020). Resilience in teaching: Lessons from Kenya. Journal of Educational Sustainability, 6(1), 14–27.
Lacandazo, M. C., Reyes, S., & Dela Cruz, J. (2022). Teacher accountability and instructional outcomes. Journal of Philippine Education, 11(2), 45–59.
Madeson, K. (2020). Empowering women educators in the 21st century. Gender and Education Studies, 4(3), 115–128.
Madulara, R. D., Santos, M. R., & Tolentino, J. B. (2025). Instructional supervision models for Filipino schools. Education Management Journal, 6(2), 133–149.
Mancao, E. (2012). Instructional quality in Philippine public schools. Philippine Journal of Basic Education, 8(1), 24–33.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
Mencias-Tabernilla, C. (2023). Integrating values education in the K-12 curriculum. Values in Education Journal, 10(1), 20–35.
Murcia, J. (2014). Classroom dynamics and student engagement. Journal of Educational Innovation, 3(2), 88–97.
Musa, H., & Chusairi, R. (2021). Teaching competency and learning outcomes in Indonesian schools. Journal of Southeast Asian Education, 13(3), 98–111.
Nickerson, R. (2025). Critical thinking in education. Boston University Press.
No, B., Reyes, T., & Suarez, R. (2022). Professional development needs of senior high teachers. Journal of Education Research, 17(4), 199–214.
Noori, S. (2023). Challenges in inclusive education: A global review. Global Journal of Inclusive Education, 9(1), 55–70.
Oco, R. (2022). The role of instructional leadership in school performance. Filipino Journal of School Leadership, 7(2), 140–154.
Pecson, A., Medina, G., & Fabella, K. (2024). Assessing teacher innovation in instruction. Teacher Education Review, 14(1), 23–39.
Pimienta, M., & Romo, V. (2024). Collaborative learning practices in Latin American schools. Journal of International Education Research, 12(3), 100–115.
Quimque, L. (2020). Teaching strategies for Gen Z students. Mindanao Journal of Education, 5(2), 67–78.
Rabbit, S. (2022). Equity in public education systems. Journal of Social Policy and Education, 8(1), 56–69.
Rael, A. (2024). Empowering educators through continuous learning. Journal of Teaching and Learning, 11(1), 92–105.
Schein, E. H. (1985). Organizational culture and leadership. Jossey-Bass.
Shammout, M. (2021). Leadership communication and teacher performance. Educational Leadership Quarterly, 19(2), 39–51.
Smith, D. (2024). Reshaping education in the post-pandemic era. Global Education Perspectives, 12(2), 10–22.
Subhasree, K., Ramesh, B., & Rajan, V. (2023). Emotional intelligence and teaching effectiveness. International Journal of Educational Psychology, 15(3), 113–126.
Tarraya, C. (2023). Learning management systems in Philippine schools. Journal of Educational Technology, 10(1), 50–65.
Trivedi, A., & Mehta, R. (2019). Reflective practice in teacher training. Journal of Teacher Development, 7(3), 88–101.
Viaña, F. (2021). Education and cultural preservation in indigenous communities. Philippine Journal of Indigenous Studies, 2(1), 25–38.