Why Teachers Leave: A Phenomenological Inquiry into School Climate and Educator Attrition in Misamis Occidental

Abstract

Background and Aim:  The problem of teacher attrition is one of the burning issues in the Philippines, and Misamis Occidental is no exception, as quite a lot of teachers are leaving their jobs due to poor school environments, overworking, and a lack of administrative assistance. This research was anchored on both the Organizational Climate Theory and Self-Determination Theory and was aimed at establishing the impact of school climate on the motivation and commitment of teachers, as well as the ultimate decision to abandon the teaching career.

Materials and Methods: Researchers used a qualitative phenomenological design (Moustakas, 1994) to obtain the lived experiences of eight former teachers who had worked in both public and private institutions in Misamis Occidental. Purposive sampling was used to select the participants, according to their previous teaching experience, and their willful exit from the profession. Information was gathered by comprehensive semi-structured interviews with a depth approach and analyzed following the transcendental phenomenological method by Moustakas, which included epoche, horizontalization, and imaginative variation to establish the essence and the structure of the experiences of the people who participated in the interviews.

Results: Thematic analysis demonstrated that there were five themes that were interrelated and helped understand the complex factors leading to teacher attrition. (1) There was a strong mention of personal and professional stressors, and the participants mentioned heavy workloads, burnout, and deterioration of health, which were common causes of emotional depletion. (2) Some of the coping mechanisms were determined as a result of different adaptive responses, including self-reflection, emotional regulation, peer collaboration, and self-care practices. (3) Career satisfaction and fulfillment were tied closely but tend to conflict with each other, where teachers felt the purpose and the success of their work was mainly based on the progress of the students, their freedom in teaching, and their work recognition. (4) Support and administrative leadership were not seen as adequate, and the participants did not feel satisfied with the irregular guidance, lack of recognition, and professional development opportunities. (5) Despite the systemic challenge, professional identity and moral commitment were still apparent since even when some of the participants had chosen to abandon the teaching profession, they still maintained their vocation and moral commitment.

Conclusion:  The results focus on the fact that psychological and institutional aspects are important contributors to teacher attrition. The retention and professional well-being can be promoted through a positive and supportive school climate that is marked by understanding leadership, fair workload, and acknowledgement of the contribution made by teachers. On the other hand, unfavorable working conditions and poor management service increase turnover. This study highlights the pressing need for responsive school management practices and all-inclusive teacher support systems that foster motivation, enhance professional identity, and maintain a dedicated and robust teaching force.