Lived Experiences of Job Order Teachers: Struggles, Aspirations, and Opportunities for Professional Growth
DOI:
https://doi.org/10.5281/zenodo.22829950Keywords:
Job Order Teachers, lived experiences, employment precarity, professional growth, coping mechanisms, Self-Determination TheoryAbstract
This study examined the lived experiences of Job Order Teachers (JOTs) assigned to selected public elementary and secondary schools in one municipality in Quezon Province, Philippines, where they contribute to instructional delivery despite temporary employment arrangements. It explored their struggles, aspirations, opportunities for professional growth, coping mechanisms, and the developmental framework that captures their professional growth. A qualitative phenomenological design was employed involving 15 purposively selected JOTs with at least one academic year of teaching experience. Data were gathered through validated semi-structured, face-to-face in-depth interviews lasting approximately 20 minutes and were analyzed through iterative thematic analysis, transcription, coding, participant review, specialist validation, and intercoder review. Findings showed that JOTs experienced employment precarity, economic vulnerability, institutional marginalization, role ambiguity and workload pressure, and instructional and classroom challenges. Despite these conditions, they aspired to permanent employment, professional development, meaningful student impact, economic stability, and leadership or career advancement. They pursued growth through trainings, seminars, webinars, self-directed learning, graduate studies, mentorship, peer learning, volunteering, and hands-on teaching experiences. Coping strategies included self-regulation, social support, meaning-focused practices, and practical adaptation. The study produced an SDT-Based Phenomenological Framework in which autonomy, competence, and relatedness interact with struggles, aspirations, professional-growth opportunities, and coping mechanisms to create developmental pathways toward professional growth. The findings underscore the need for stronger institutional support, inclusive professional development, fair recognition, clear workload expectations, and more coherent career pathways for Job Order Teachers.
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