Papers by Abigail Julia Palis
This study examined the phenomenon of teacher attrition through the lives of teachers who had lef... more This study examined the phenomenon of teacher attrition through the lives of teachers who had left the teaching profession. This qualitative phenomenological investigation was not intended to test a pre-existing hypothesis, to ascertain correlations between or among variables, or to manipulate the research setting of the participants. Rather, the study was intended to elicit rich textural descriptions and to generate insights into the lived experiences of former school teachers.
Seven former teachers of whom four previously taught in a private school and three taught in a public school participated in this study. Their responses were analyzed using the 12- step Psychophenomenological Method of Van Kaam , by which the researcher was able to extract emerging themes common in the lived experiences of the participants. The essential structures seen as vital in the lived experiences of the participants included work rewards, teachers’ professional growth, working conditions, role of school administrators (support), role of feedback from the immediate supervisor, and students’ characteristics (behaviour and intellect). These factors, along with the participants’ personal characteristics, ideologies, and societal pressures, added to their experiences in the teaching profession. The cultural ideology “utang na loob” or debt of gratitude was also manifested in the lived experiences of one participant, while the cultural ideology kinship or influence of relatives was exhibited in another. Both cultural ideologies were considered in the participants’ career decisions. The findings of the study imply that teachers need to experience motivation, support, guidance, and understanding from their school administrators, supervisors, and peers. They also show that teachers are drawn to a profession where their families’ needs and personal goals are met. Their salary, professional advancement, support systems, and the efficiency of school leaders are also substantial in their lives.
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Papers by Abigail Julia Palis
Seven former teachers of whom four previously taught in a private school and three taught in a public school participated in this study. Their responses were analyzed using the 12- step Psychophenomenological Method of Van Kaam , by which the researcher was able to extract emerging themes common in the lived experiences of the participants. The essential structures seen as vital in the lived experiences of the participants included work rewards, teachers’ professional growth, working conditions, role of school administrators (support), role of feedback from the immediate supervisor, and students’ characteristics (behaviour and intellect). These factors, along with the participants’ personal characteristics, ideologies, and societal pressures, added to their experiences in the teaching profession. The cultural ideology “utang na loob” or debt of gratitude was also manifested in the lived experiences of one participant, while the cultural ideology kinship or influence of relatives was exhibited in another. Both cultural ideologies were considered in the participants’ career decisions. The findings of the study imply that teachers need to experience motivation, support, guidance, and understanding from their school administrators, supervisors, and peers. They also show that teachers are drawn to a profession where their families’ needs and personal goals are met. Their salary, professional advancement, support systems, and the efficiency of school leaders are also substantial in their lives.
Seven former teachers of whom four previously taught in a private school and three taught in a public school participated in this study. Their responses were analyzed using the 12- step Psychophenomenological Method of Van Kaam , by which the researcher was able to extract emerging themes common in the lived experiences of the participants. The essential structures seen as vital in the lived experiences of the participants included work rewards, teachers’ professional growth, working conditions, role of school administrators (support), role of feedback from the immediate supervisor, and students’ characteristics (behaviour and intellect). These factors, along with the participants’ personal characteristics, ideologies, and societal pressures, added to their experiences in the teaching profession. The cultural ideology “utang na loob” or debt of gratitude was also manifested in the lived experiences of one participant, while the cultural ideology kinship or influence of relatives was exhibited in another. Both cultural ideologies were considered in the participants’ career decisions. The findings of the study imply that teachers need to experience motivation, support, guidance, and understanding from their school administrators, supervisors, and peers. They also show that teachers are drawn to a profession where their families’ needs and personal goals are met. Their salary, professional advancement, support systems, and the efficiency of school leaders are also substantial in their lives.