Title: FINANCIAL STATUS AND CHALLENGES AMONG PUBLIC SCHOOL TEACHERS IN SOCORRO WEST DISTRICT CHAPTER 1 THE PROBLEM AND ITS SETTING Introduction Public school teachers occupy a critical role in the educational landscape, guiding the development and growth of the next generation. They are the architects of the learning environment, and their personal and professional experiences within the profession profoundly impact their overall well-being. Teachers’ role in the development of the learners is crucial. They influence and touch the lives of the learners. Teaching is a noble profession. They serve as role model figures of a decent way of living in the society. Thus, their daily undertakings could have an impact on their personal and professional lives. Their financial well-being could have a huge influence on their job performance (Plaza & Jamito, 2021). However, according to Pondong, Espinoza, Rodriguez (2022) that the teachers have encountered issues and problems related to their welfare and financial conditions, specifically in their teaching profession on how they will upgrade their financial status. Hence, financial well-being is directly related to the overall satisfaction a person feels regarding his financial status (Hayhoe et al. & Joo, 2018). Joo and Grable (2015) described financial wellness as an active state of financial health evidenced by low debt level, active savings and retirement plans, and a good spending plan. Low financial wellbeing or the presence of financial distress is shown to have negative effect on the psychological and physical health, reduced confidence and productivity in the workplace and increased absenteeism, delays, as well as lack of concentration (Godfrey, 2016; & Van Praag et al., 2013) as cited by Jerrick Ferrer (2017). Similarly, the financial condition of teachers is a influential factor for effective and quality education. Financial problem is referred to an inability to manage expenses (Falahati and Paim, 2012). Financial conditions of teachers are of a prevalent issue. It is because the debts of teachers were increasing and unending, especially in public schools. Occurrences of financial problems among teachers could attribute to how they manage their finances. Previous research of status Shaturaev (2021) have examined the multifaceted nature of teachers' experiences and the economic implications of the teaching profession. For instance, public school teachers in Uzbekistan and Indonesia face different economic challenges that impact their overall economic. As resulted in his study, the economic status of public-school teachers in both countries is influenced by factors such as low salaries, limited resources, and challenging working conditions. Du Plessis & Mestry (2019) coined that the teachers in rural areas of South Africa often experience poor career opportunities, including limited chances for promotion and delays in salary payments which have a direct impact on their economic status. In the Philippines particularly in Samar, teachers in far-flung areas faced challenges due to the multi-grade nature of classes, and the confluence of factor, including poverty that affected student learning (Orale, Ronald & Quejada, Aily.2018). Many teachers in remote areas face financial challenges due to low salaries and limited resources. They often have to spend their own money on classroom supplies and other expenses, which can strain their finances. Moreover, the remote location of these schools can further exacerbate the economic challenges faced by teachers. They may have to travel long distances, often on unsafe modes of transportation, and walk for kilometers to reach their schools (Orale, & Quejada, 2018). Nevertheless, this research holds substantial significance in advancing our understanding of the teaching profession and its economic implications. Delving into the lived experiences of public-school teachers and their influence on economic status contributes to a more holistic and nuanced perspective on the profession. The findings of this study can inform policy decisions, professional development programs, and advocacy efforts aimed at improving teachers' economic well-being, job satisfaction, and overall quality of life. This knowledge is vital not only for educators themselves but also for the educational systems and societies they serve, ultimately fostering a more equitable, supportive, and effective teaching environment for the benefit of students and teachers alike. Consequently, this study aims to find out the real situations of teachers. To understand, describe and analyze their experiences about financial challenges and its implication to their personal and professional lives. It further explores the interplay between the challenges, choices, and opportunities educators encounter and the financial realities that shape their lives, shedding light on how personal experiences intersect with socioeconomic outcomes in public education. Theoretical Framework This study is anchored on the Rational Choice Theory pioneered by sociologist George Homans which state that individuals are motivated from their wants and goals and are driven by personal desires. Since, it is not possible for individuals to attain all of the various things that they want, they must make choices related to both their goals and the means for reaching those goals. Individuals must anticipate the outcomes of alternative courses of action and calculate which deeds will be best for them. In the end, rational individuals choose the course of action that is likely to give them the greatest satisfaction. Hence, the teacher’s financial decisions and financial behavior correlate to financial condition. Just like Newton Laws in Physics, every action has an equal or opposite reaction. The theory of Scarcity of resources cited by Villegas (1991), and Machica, Jr. (2016) holds that a person has numerous wants and desires, but resources are limited and have alternative uses. Scarce resources need proper allocation to the different needs; if a person has only one need coping with scarcity would require only skills on how to get that need out of existing resources. However, since a person needs many items there arises the problem of determining the optimum Furthermore, human capital theory provides a valuable framework for understanding the relationship between the lived experiences of public school teachers and their economic status. This theory considers education as an investment that yields returns to the individual through increased productivity and economic growth (Gillies, Donald, 2015). It emphasizes the role of education in enhancing an individual's skills and productivity, which in turn influences their economic status. In the context of public school teachers, human capital theory can be used to explore how their educational qualifications, skills, and training influence their economic status. The theory suggests that investment in education should yield returns in terms of improved economic outcomes for the individual (Almendarez, 2011). Therefore, the study can examine how the educational qualifications and professional development of teachers impact their economic well-being. By employing human capital theory, the study can analyze the extent to which the skills and knowledge acquired through education contribute to the economic status of public school teachers. It can also investigate how the perceived returns on their educational investment influence their job satisfaction and overall economic well-being. Teacher Financial Challenges & Experiences Financial Status Human Capital Theory & Rational Choice Theory Conceptual Framework Individual Factors Socioeconomic Background Working Conditions Economic Well-being Challenges & Experiences of Teachers Teaching Performance The study claims that lived experiences can significantly impact the economic status of public school teachers. This conceptual framework encompasses a holistic understanding of how the lived experiences of public school teachers influence their economic status, acknowledging various interconnected factors within individual, socioeconomic, working conditions, and economic security dimensions. Individual factors such as educational background, professional experience, and personal choices play pivotal roles. Educational attainment and certifications directly impact initial salaries and advancement opportunities, while personal choices, including career decisions and specialization, contribute to a teacher’s economic status. A study showed that individuals from a lower social class generally had less career-related selfefficacy when it came to vocational aspirations (Ali, McWhirter, & Chronister, 2005). In contrast, those from higher social class backgrounds tend to be more successful in developing career aspirations and are generally better prepared for the world of work because of access to resources and familial experience with higher education (Diemer & Ali, 2009). Socioeconomic background introduces family socioeconomic status recognizing the influence of familial financial security on a teacher’s economic standing. Teachers’ lives in resource-poor settings play a crucial role in influencing their ability to attend school, remain in the profession, and provide high-quality teaching, impacting student learning (Schwartz, K., Cappella, E., & Aber, J. 2019). Working conditions, a critical facet, are encapsulated in job satisfaction, workload, stress, support, and professional development. High job satisfaction fosters teacher retention and salary increases, while workload and stress levels impact long-term economic status through their influence on job satisfaction and the likelihood of leaving the profession. Moreover, Teachers assigned in remote areas face financial challenges due to low salaries and limited resources (Orale, Ronald & Quejada, Ailyn. (2018). They often have to spend their own money on classroom supplies and other expenses and other expenses which can strain their finances. Some teachers even resort to borrowing money from loan sharks to sustain their weekly expenses. Economic security and well-being are integral, considering income, benefits, debt, and financial obligations. The total income, including salary, bonuses, and benefits, contributes to a teacher’s economic status, while factors such as loans and financial obligations affect financial stability. Teachers’ lived experiences of the consequences of the economic crisis in their everyday reality were defined by the cut in their salary, the reduction in their buying power and the creation of economic and social problems and difficulties within their families (Koustourakis, Gerasimos & Asimaki, Anna & Giachali, Theodora. 2019). Finally, the career trajectory and long-term economic status consider retention, advancement, retirement, and pensions, recognizing the impact of these factors on a teacher’s economic well-being over time. This comprehensive conceptual framework provides a structured approach to investigating the intricate relationships between the lived experiences of public school teachers and their economic status. By considering the multifaceted nature of these factors, the study can yield nuanced insights into the determinants of economic status among public school teachers and offer valuable guidance for interventions and improvements to support their financial well-being. Statement of the Problem This research aims to investigate and analyze the socio-economic status of Public School Teachers of Socorro West District. Specifically, this study seek to answer the following questions: 1. What is the financial condition of public school teachers? 2. What are the financial challenges encountered of public school teachers? 3. What are the lived experiences of the public school teachers? 4. What is the impact of their financial challenges in their personal and professional lives? 5. What are the coping mechanisms of public school teachers? Hypothesis The following hypotheses are generated based on the current study’s research objectives: 1. Hypothesis 1 Teachers who actively engage in ongoing professional development opportunities, including workshops, conferences, and advanced degree programs, will experience a positive correlation with increased economic status, measured by salary levels and job satisfaction, compared to teachers who do not prioritize or have limited access to such opportunities. 2. Hypothesis 2 Public school teachers who report higher levels of support from their school administrators, colleagues, and a positive school culture will demonstrate a significant positive association with economic well-being. This hypothesis posits that a supportive work environment contributes to increased job satisfaction, potential salary increments, and overall improved economic outcomes for teachers. 3. Hypothesis 3 Female public school teachers, especially those from underrepresented racial or ethnic backgrounds, will experience a unique intersectionality that contributes to disparities in economic status compared to male counterparts. This hypothesis aims to explore how gender-related factors, in conjunction with other dimensions of identity, influence the economic outcomes of public school teachers. Scope and Limitation of the Study Content. This study will focus on assessing the financial conditions and financial challenges and its implication to personal and professional lives of public school teachers. Subjects. The participants of the will be the Public Secondary School Teachers in Socorro West District. Time/Locale. The study will be administered at Socorro West District, Division of Siargao. Limitations The study will focus solely on the financial conditions, challenges and experiences of public school teachers and its influence to their economic status. It is limited to (7) teachers of Socorro West District who rendered 5 years of teaching experience. All the participants are teachers with a permanent appointment in the Department of Education. Significance of the Study The integration of lived experiences of public school teachers influence their economic status is believed to be very beneficial to the following: Teachers and Teacher Organizations: Teachers can benefit from insights into how their lived experiences may impact their economic status. This information can empower teachers to make informed career decisions and advocate for supportive policies. Teacher organizations can also use the findings to advocate for better working conditions and compensation. Educational Policymakers and Administrators: Policymakers and administrators in the education sector can use the study’s findings to inform the development of policies that address disparities in economic outcomes among teachers. This includes creating initiatives to support professional development, improve working conditions, and enhance overall teacher well-being. Government Agencies: Government agencies responsible for education and labor can benefit from understanding the factors influencing teachers’ economic status. This knowledge can guide the development of effective strategies to attract and retain highquality educators and improve the overall educational system. Education Researchers and Academia: Researchers and academics in the field of education can use the study’s findings to contribute to the existing body of knowledge. The research can inspire further investigations into the complex relationships between lived experiences and economic outcomes for teachers. Students and Parents: Students and their parents can indirectly benefit from the study by understanding how teachers’ experiences may influence their job satisfaction and overall effectiveness in the classroom. Positive teacher experiences are likely to correlate with improved educational outcomes for students. Teacher Training Programs: Institutions offering teacher training programs can use the study’s findings to enhance their curriculum and provide aspiring educators with insights into the challenges and opportunities that may affect their economic status during their careers. Operational Definition of Terms Lived Experiences: For this study, “lived experiences” refer to the personal, professional, and contextual factors that teachers encounter throughout their careers, including but not limited to socio-economic background, career choices, day-to-day challenges, and interactions with the education system. Economic Status: In this study, “economic status” is operationalized as a multidimensional construct, encompassing factors such as salary levels, benefits, job satisfaction, financial stability, and overall well-being. It is measured through a combination of self-reported data, including income levels, perceived job satisfaction, and other indicators related to teachers’ financial circumstances. Socio-economic Background: “Socio-economic background” refers to the combination of familial economic status, educational attainment of family members, and other relevant socio-economic indicators. It is operationalized using self-reported data provided by teachers about their family’s economic situation during their upbringing. Career Choices: In this study, “career choices” include decisions made by public school teachers regarding their professional development, specialization, pursuit of advanced degrees, and participation in training programs. This is operationalized through selfreported data on teachers’ career trajectories and educational choices. Day-to-Day Challenges: “Day-to-day challenges” represent the routine difficulties and obstacles that public school teachers face in the classroom and within the educational system. This includes factors such as classroom dynamics, administrative support, workload demands, and student interactions. Operationalization involves the use of teacher surveys or interviews to gather information on these daily challenges. By providing clear operational definitions for these key terms, researchers can ensure consistency in the interpretation and measurement of variables throughout the study on the lived experiences of public school teachers influencing their economic status. CHAPTER 2 REVIEW OF RELATED LITERATURES AND STUDIES Related Literatures Foreign Barcena (2018) conducted a study examining the workload and burnout among public school teachers in Thailand. Findings highlighted excessive work demands, including administrative tasks, lesson planning, and extracurricular responsibilities, contributing to high levels of burnout among educators. A study conducted by the University of Pennsylvania (2016) showed that stress levels negatively affect teachers' efficacy and ability to educate students properly. Mental and emotional distractions were found to cause improper anger management and procrastination amongst teachers. According to a study-based report, teachers encountered experiences and challenges especially in far-flung areas, these were to employ new practices and forms of management both professionally and emotionally to adapt the challenges. The report provided a structured timeline for response management, such guidance, utilizing technology, and forming digital re-creational activities (Wyman, 2020). A study surveying the lived experiences and challenges encountered of the public school teachers showed that the most implicated the most affected populace are educators. More than stress, trauma is also a prevalent mental, which is why careful threading to online classes must be widely applied (U.T. Research Showcase, 2020). The burnout among elementary, middle school, and secondary teachers in an enormous metropolitan government-funded educational system. Subjects were 939 educators in the San Diego Unified School District. They reacted to another survey that evaluated different teachers' parts and their positions, including segment factors, showing atmosphere, work pressure, disappointment, mental impacts of burnout, and related actual indications. Results demonstrated that there is a wide variety in the level of burnout teachers’ experience. No distinctions were found in helplessness to burnout because of segment factors, for example, age, sex, grade level, subject educated, or long stretches of involvement. (Hock, 2018) The First Look report presents information from a spring 2019 Fast Response Survey System study on the accessibility and utilization of instructive innovation by open rudimentary/auxiliary teachers. The teacher overview remembers data for the utilization of P.C.s and Internet access in the study hall; accessibility and utilization of registering gadgets, programming, and school or area organizations (counting remote access) by educators; understudies' utilization of instructive innovation; educators' readiness to utilize informative design for guidance; and innovation related proficient improvement exercises (Gray, 2020). According to a survey of school factors related to teacher burnout. The hierarchical qualities of those schools wherein most educators announced significant burnout levels (high burnout schools) and schools in which most teachers detailed low-burnout story (low-burnout schools) were distinguished and thought about. The discoveries in this investigation showed that four significant school culture factors add to educator burnout: (a) the drive toward quantifiable objective accomplishment conduct forced on teachers by school organization, (b) absence of trust in teachers' expert ampleness, (c) encircling school culture, (d) and upsetting actual climate. Age, sex, level of schooling, and some years in instructing are foundation factors connected with high and low burnout degrees (Friedman, 2020). According to an article of Kwara (2017) the number of public school teachers diminished due to stress and lift their ability to play out their best. School pioneers can help reduce teacher stress by developing working conditions that help educators. Educators experience less pressure and resolve to occupations all the more regularly under agreeable working conditions. Schools can likewise help diminish educator stress by advancing successful teacher understudy connections. One approach to achieve this is by utilizing systems that reward positive understudy practices. Educators additionally need to ensure they deal with themselves so they can deal with others. Without effectively thinking about themselves, educators lose the ability to think about others (Ketchell, 2018). The assessment of Burnout Syndrome's measure in 100 teachers of six public secondary schools and its relationship with working conditions in Brazil's southeast city. The portrayal of the example happened after the use of a socio-segment poll. Methods for an Ergonomic Working Analysis finished the assessment of the working conditions. Plans for the Maslach Burnout Inventory assessed the presence of Burnout Syndrome. The example introduced ladies' power, with a typical time of 40.4 and the larger part wedded with kids. Generally, half had under ten years of administration, and the more significant part of the teachers showed over 18 classes every week. Dryness after work was revealed among ladies, which required multiple days off for wellbeing treatment (Santana, 2012). The Teachers associations would assume a restricted part in state-funded instruction, battling for better compensation and working conditions for its individuals. The educators' blends presumably have more impact on state-funded schools than some other gathering in American culture. In joining base up and top-down effect and consolidating them as powerfully as they do, educators' associations are exceptional among instructive entertainers and vital to comprehend America's state-funded schools. This is a momentous situation. My motivation here is to give a raw, useful diagram of the essential jobs that teachers associations play in state-funded training and to propose why, if Americans need to comprehend and improve their state-funded schools, the associations at this point be disregarded (Moe, n.d.). In research by Akiri (2021) in United States, challenges in classroom management were explored, particularly in diverse or multicultural classrooms. Teachers faced difficulties in addressing varying student needs, language barriers, and cultural differences, impacting effective teaching and student engagement. Local In the research investigated on the lived experiences of Filipino educators in the Philippines, the findings revealed that Filipino educators are constantly facing opportunities that are paired with difficulties they need to overcome. However, issues such as financial conditions and challenges such as burnout, teaching workload and classroom management (Salibay & Umadhay, 2023). In the Philippines, Antipolo and Rogayan (2021) the teachers rarely encounter challenges in terms of personal growth and professional development as well as community linkages and professional development. The administration may allocate adequate funding for the provision of additional instructional facilities and equipment. The college administrations in house spearhead seminars to develop content knowledge and another pedagogical dimension. According to Granthorn (2020), the Philippine-teachers are mostly and adamantly stressed due to lack of budget, and here it revealed that teachers are in distress is looking for ways to ensure that thee given an account by their local governments would meet the needs of all of their students. On its official website, the Philippine Government (2020) showcased the coping guideline designed to help educators cope with the shift and transition to the new normal. Guidance and counseling are still virtually available for students and teachers alike disturbed by the pandemic. A local study examining how teachers deal with anxiety here in the Philippines showed that the most fundamental reform teachers had done developing different and creative teaching styles. This helped them be more connected to their students, even if interactions are limited (Talidong et al., 2020). A Philippine-based study viewed the pandemic through education lenses, which revealed that teachers are not psychologically nor skill-prepared for the sudden shift of learning models in the county (Tria, 2020). Schools' partners are the most influenced during this season of the pandemic. They are generally the ones at a misfortune and are relinquishing, either scholastically, monetarily, or both. The specific accumulated information is expected to clarify the issues and give recommendations on the best way to direct the schools' natural capacities, conceivably during and after the pandemic. In this examination, an aggregate of 220 members originated from 44 different schools. The investigation utilized a simultaneous triangulation research plan in which an online review was shipped off the members. Likewise, educators designing from international schools and schools outside the Philippines were reached to share their encounters with how their schools handle the circumstance. In conclusion, the report examination was additionally used as an information-gathering technique (Gonzales, 2020). According to a study in March 2020, the Covid infection 2019 (COVID-19) pandemic constrained clinical schools in the Philippines to stop up close and personal learning exercises and unexpectedly moved to an online educational plan. This investigation intended to distinguish obstructions to web-based gaining from the viewpoint of clinical understudies in a non-industrial nation. Technique: The creators conveyed an electronic review to clinical understudies in the Philippines from 11 to 24 May 2020. Utilizing a blend of various decision, Likert scale, and open-finished inquiries, the accompanying information was acquired: socioeconomics, clinical school data, admittance to creative assets, study propensities, everyday environments, self-appraisal of the limit concerning and saw hindrances to web-based learning, and proposed mediations. Illustrative insights were determined. Reactions were looked at between understudy subgroups utilizing nonparametric tests (Ronnie, 2020). Related Studies Foreign Previous research of Shaturaev (2021) has examined the multifaceted nature of teachers' experiences and the economic implications of the teaching profession. For instance, public school teachers in Uzbekistan and Indonesia face different economic challenges that impact their overall economic status. The economic status of public school teachers in both countries is influenced by factors such as low salaries, limited resources, and challenging working conditions. However, research conducted by Kizildag (2019) in Turkey revealed significant salary disparities among public school teachers based on geographic location and experience levels. The study highlighted how these disparities, coupled with the rising cost of living, posed financial challenges for educators in high-cost areas. Brown et al. (2020) conducted a study emphasizing the prevalence of secondary employment among public school teachers in Turkey. Teachers resorted to additional jobs, such as tutoring or part-time work, to augment their income due to insufficient wages in relation to rising living expenses. The explored pension insecurities among public school teachers in a foreign setting. The study underscored teachers' concerns about the sustainability of pension plans and highlighted worries regarding financial readiness for retirement, impacting long-term financial security. Studies by Kim et al. (2020) examined the repercussions of budget cuts on public school teachers' financial situations. Teachers faced challenges due to reduced funding, resulting in limited access to resources for professional development, classroom materials, and curriculum enhancements. Nevertheless, Lee and Patel's study (2021) focused on financial literacy programs for public school teachers in a foreign context. The research highlighted the positive impacts of such programs, empowering teachers with better financial management skills, investment knowledge, and strategies for long-term financial planning. Local Studies conducted by Villagonzalo (202) investigated the workload and administrative burdens experienced by public school teachers in our region. Findings highlighted excessive paperwork, non-teaching responsibilities, and high-stress levels due to workload, impacting teacher effectiveness. Research from Agarwal et al (2015) delved into challenges regarding classroom diversity and inclusion. Teachers encountered difficulties in catering to diverse student needs, adapting teaching methods to accommodate various learning styles, and fostering an inclusive environment amidst cultural and linguistic differences. The findings of the study of Alese (2017) found that the degree of the financial attitude of the respondents is “disagree,” both when they are taken as a whole and grouped according to variables age, sex, civil status, educational attainment, family income, and location of residence. When the areas of financial attitude were investigated, only the area financial discipline showed “agree”. In contrast, financial planning and financial implementation showed “disagree” results on the degree of financial attitude. Thus, the study revealed that financial conditions of public school teachers negatively affects their personal lives and teaching performance. Research from Agarao (2015) delved into challenges regarding classroom diversity and inclusion. Teachers encountered difficulties in catering to diverse student needs, adapting teaching methods to accommodate various learning styles, and fostering an inclusive environment amidst cultural and linguistic differences. He further focused on challenges related to limited professional development opportunities for public school teachers. His study revealed that teachers have huge concerns about inadequate training, limited access to workshops, and insufficient resources for improving teaching methods. Local studies by Akiri & Dori (2022) examined challenges associated with technology integration in education. Teachers faced hurdles in adapting to digital learning platforms, inadequate access to technology for students, and challenges in effectively incorporating technology into their teaching practices. They further found out the challenges related to teacher retention and support systems. Issues included low morale due to heavy workloads, inadequate support from administration, and limited opportunities for career advancement, leading to high turnover rates. Synthesis Other studies and literatures gathered consistently highlight significant salary discrepancies among public school teachers based on location, experience, and qualifications. These disparities, coupled with rising living costs, create financial challenges, particularly for educators in high-cost areas. Similarly, various studies emphasizes the multifaceted nature of financial challenges faced by public school teachers. Salary disparities, secondary employment, pension insecurities, budget constraints, and the role of financial literacy programs collectively contribute to the complex financial landscape that impacts teachers' livelihoods and long-term financial stability. While existing research has examined various facets of public school teachers' economic status and their professional experiences, there remains a significant gap in the literature when it comes to understanding the nuanced interplay between lived experiences and economic outcomes. The present study seeks to address gaps by investigating the personal, professional, and systemic factors that contribute to variations in economic status among public school teachers. It will explore how teachers' backgrounds, career choices, and day-to-day challenges impact their financial well-being. Additionally, the study aims to identify potential areas of intervention and policy improvement to address disparities in economic status among educators and enhance their overall quality of life. CHAPTER 3 RESEARCH METHODOLOGY Research Design Phenomenology as an approach to qualitative research is the design of this study. Qualitative research is selected for this study to facilitate in-depth descriptions of the experiences (Lichtman, 2016) that the public secondary teachers encountered. The research design was suited for this study for it elicits experiences about financial conditions, experiences and challenges of participants. Information’s will be scrutinized through thematic analysis. Research Locale The study will be conducted in Socorro West District, Siargao Division, Socorro, Surigao del Norte and it will focus on the public. The Socorro West District is located in Municipality of Socorro, subdivided into 14 barangays. The Socorro West District-Division of Siargao has two (2) secondary schools namely: Nueva Estrella National High School and Pamosaingan National High School. However, the participants will be limited in seven (7) teachers who rendered 5 years of teaching experience. All the participants are teachers with a permanent appointment in the Department of Education. As Creswell (2014) stated, only a few individuals would be studied in qualitative research. It is because the researcher provided an in-depth picture of a specific phenomenon. Research Respondents Purposive sampling will be used in the selection of participants in which the researcher will purposively select (7) teachers who rendered 5 years of teaching experience in Socorro West District that will serve as participants of the study. Research Instrument The researcher will use a semi-structured interview to gather focused, qualitative textual data. An interview guide questionnaire in line with the objectives and research questions will be utilized. The questionnaires are an open-ended question. As Stephanie Vozza writes, “Open-ended questions encourage the person being asked to expend on ideas and explore what is important to them or what is comfortable to reveal. It also includes the demographic profile of the respondents to identify their sex, age, marital status, education, number of years in teaching, family size, and spouse occupation. Data Gathering Procedure An endorsement and a request letter will be secured and given to the respondents. After the approbation of the respondents, the researcher will conduct the interview. The researcher will use a semi-structured interview with a research guide question. The researcher will record the interviews after having gained approval of the key informants. After the interviews of the 7 respondents, the audio tape will be decoded. Transcription and translation of the responses of the respondents will be done. A line-by-line examination of the text will be done to identify the themes. Then, the data will be interpreted through thematic analysis. Statistical Treatment A transcript analysis will be used to analyze the recorded interviews in order to identify emerging themes or patterns from the qualitative data. The researcher will transcribe the responses and copy the transcripts into index cards or paper. A sentence or sentences that will provide information relevant to the research questions will be written on to the index cards. The transcripts will be sorted according to emerging themes or the common responses of the participants to the provided research questions. The index cards will be sorted by grouping the cards that have common issues or topics together. Several emerging themes will be identified as a result. REFERENCES Aaronson, D. (2007) Teachers and Student Achievement in the Chicago Public High Schools, The University of Chicago Press Journals. https://www.journals.uchicago.edu/doi/abs/10.1086/508733 Agarao, F. (2015) Contextual Realities of Teacher Education in the Philippines. Educ Res Policy Prac 4, 129–144 https://link.springer.com/article/10.1007%2Fs10671005-3360-7 Akiri, E., & Dori, Y. J. (2022). Professional growth of novice and experienced STEM teachers. Retrieved May 15, 2022, from https://doi.org/10.1007/s10956-02109936-x Alase, A. (2017). The interpretative phenomenological analysis (IPA): A guide to a good qualitative research approach. Barcena, NGP., (2018). Learning insights on the work and life of a teacher. Philippine Information Agency. http://pia.gov.ph/news/articles/1006534 Accessed April 12, 2018 Bluestein, J., (2010). Becoming a Win-Win Teacher: Survival Strategies for the Beginning Educator. SAGE Publications Cisneros, H. (1995). Regionalism: The new geography of opportunity. DIANE Publishing. Commission on Higher Education, CHED, (2017). Higher Education Enrolment by Discipline Group: AY 2006-07 to 2016-17, 2017 Higher Education Statistical Data. http://ched.gov.ph/statistics/Accessed February 2, 2017. Ketchell, M. (2018) The hidden threat of teacher stress, The conversation https://theconversation.com/the-hidden-threat-of-teacher-stress-92676 Kizildag, A. (2019) Teaching English in Turkey: Dialogues with Teachers about the Challenges in Public Primary Schools, ERIC https://eric.ed.gov/?id=EJ1052035 Kwara, C. & Eddilife, G. (2017). Stress and Coping Strategies Among Distance Education. Students at the University of Cape Coast, Ghana. https://files.eric.ed.gov/fulltext/EJ1147588.pdf Mark, B. (2018) Benefits and challenges of doing research: Experiences from Philippine public school teachers, Issues https://www.iier.org.au/iier28/ullaabs.html in Educational Research
