Ten Years and Counting: Exploring the Experiences of Senior High School Teachers Experiencing Career Stagnation in Public Schools
Reanne Leopardas
Received: 12 August 2025; Revised: 01 October 2025; Accepted: 03 November 2025; Published: 01 December 2025
DOI: https://doi.org/10.65931/n2k6w8h1
Abstract
This study explores the lived experiences of public senior high school teachers who have remained in the same rank for ten years, focusing on how they navigate career stagnation, maintain motivation, and preserve their professional identity. Using Colaizzi’s descriptive phenomenological method, ten teachers were interviewed through semi-structured conversations, supported by reflective notes and member checking. Five themes emerged: endurance amid professional plateauing, intrinsic motivation, emotional navigation of stagnation, reliance on social and professional support, and resilience through adaptive coping. Findings reveal that persistence stems not from resignation but from a deep sense of purpose, moral responsibility, and relational commitment. Despite systemic constraints, teachers exhibit professional growth, emotional regulation, and faith-driven resilience. The study suggests that career stagnation, when met with reflection and support, can become a space for transformation. Policy implications emphasize the need for mentorship systems, career enrichment programs, recognition frameworks, and wellness initiatives.
Keywords: career stagnation, phenomenology, professional identity, public school teachers, resilience, teacher motivation
Author Information: Department of Education-Davao City Division, Davao, Philippines; [email protected]
Volume 1, Issue 1, December 2025