Daguob (an Ilonggo word means

Lightning). Lightning is an electrical

discharge. A single bolt of lightning may
heat the air around it up to 30,000
degrees Celsius (54,000 degrees
Fahrenheit)! The air expands explosively
as a result of the intense temperature.
The expansion generates a shock wave,
which then transforms into a thunderous
sound wave. In search of information, we
desire it in our education so that we can
live by the lightning of knowledge, flame
of education and hope of overcoming life's
challenges.
 TABLE OF CONTENTS

Message
CASTING THE SHADOWS OF DOUBTS: THE
PERSPECTIVES OF TEACHERS IN THE EMPLOYMENT
PROCESS I urge you to read the inaugural edition of the Publication of RMMC
Graduate School "a new sort of research journal" — with great pleasure, passion,
Princess Marynee V. Morga and anticipation.
Reena Mae Niῇa S. Lustan
Lyndon Quines
This journal has taken a lot of time and effort to produce, and I believe
Geraldine Rodriguez you will see that effort reflected in this edition and the influence it will have on the
field. It's been a fascinating journey. The voyage hasn't followed a fully predictable
UNTOLD STORIES OF CHALLENGES OF STUDENTS IN path. Given our time limits, it couldn't have been. It should not have been, to begin
SCHOOL: TALES OF JOYS AND SORROWS with. We have sought to follow the ideas of true community interaction, and a
perfectly plotted road would have been antithetical to those ideals.
Yssa Laureen E. Ramirez
Angelie A. Ruben We are a work in progress, actively seeking ideas from campus and
Lyndon A. Quines community in terms of structure, goals, and vision. It's a cliché, but it's appropriate
Geraldine D. Rodriguez in this case: We are a work in progress, actively seeking ideas from campus and
NAVIGATING THE LIFE OF STUDENTS WITH BROKEN community in terms of structure, goals, and vision. We're not sure where we're
FAMILIES: heading or how we'll get there.
SOME STORIES TO TELL

Rosemarie T. Abrea, The RMMC Graduate School will be cutting-edge, hosting academic
Angelita Y. Recaforte works on the combination of teaching, service learning, outreach, community
Lyndon A. Quines engagement, and research. Students and community partners will continue to
, Geraldine D. Rodriguez play an important role in the journal, as they did in the first edition, and this role
SECONDARY TEACHERS HANDLING KINDERGARTEN will grow as we come up with new methods to engage with one another.
CLASSES:
STORIES TO TELL Finally, I'd like to express my gratitude to our students, those whom we
teach, and those with whom we collaborate. They are the ones who make
reciprocity a reality. They invite us into their life, teaching and transforming us in
Clark Von Cagas Rollon the process. I'm looking forward to working with you as we grow RMMC Graduate
Warior Briones Mangubat School to its full potential.
Lyndon A. Quines
Geraldine D. Rodriguez
SUBMERSION TO INDEBTEDNESS:THROUGH
THE LOOKING GLASS OF THE TEACHERS The Editor

Michael Espesor
Rhona Marielle H. Abayon
Lyndon A. Quines
Geraldine D. Rodriguez
 CASTING THE SHADOWS OF DOUBTS: THE PERSPECTIVES OF (Ladd, 2007). Teaching job is an attractive work among young people that is why
TEACHERS IN THE EMPLOYMENT PROCESS there is a strict standard when it comes to hiring an educator. The scrutiny reveals
the cream of the crop for that position. It is no different in the Philippines. The
Princess Marynee V. Morga Hiring Guidelines for Teacher I position is taken from DepEd Order No. 7, s. 2015.
Reena Mae Niῇa S. Lustan The guideline is so ideal that a teacher applicant must undergo the employment
Lyndon Quines process promptly. Unfortunately, it has a lot of flaws. One of it is the volatility, it
changes a lot along the way that it causes the applicants to have more expenses
Geraldine Rodriguez and leave them confused and frustrated (Antiojo, 2018).
Candidly, the reason why I applied in government is alike from the above
ABSTRACT statement. The ranking process of DepEd is quite difficult. In my experience,
being included at Registered Qualified Applicant (RQA) does not give you a
The purpose of this study was to describe the perspectives of teacher hundred percent guarantee of getting an item. Most of the time, people who are
applicants in the employment process. Qualitative phenomenological approach not qualified, use connections to get the bacon. Honestly it was very disappointing
was employed to 3 teacher applicants who belonged to one division and because what’s the use of criteria if at the end, a big shot will just pull a string to
experience the employment process ranged from school year 2016 to school year make a difference.
2020. To gather data, in depth interview was conducted. The results of the The transition of newly hired teacher is very challenging. A study showed that
interview were transcribed, translated and coded to produce themes. As regards those who are new in field of teaching have a tendency to feel the stress and
the experiences of teacher applicants, two themes were formulated: first, patiently anxiety (Faciolan, 2015). Further, countless studies were conducted regarding
waiting for the future and second is steadiness and sanguinity. Looking on how teacher’s satisfaction and motivation, as well as teaching strategies and coping
they cope with the employment process, the following themes were created: mechanism. But before getting on that stage, the preceding phase which is the
support system, welcoming the possibilities and realization overload. As to their employment process should not be taken lightly. As professional educators, we
insights, the following themes were generated: time tested values and pursuing certainly know that entering Department of Education is not a piece of cake. As a
dreams in the test of time. ‘ matter of fact, we the researchers did not come across any qualitative study about
the perspectives of the teacher applicants in the employment process. This
Keywords: employment process teacher applicants, perspectives, prompted the researchers to conduct this study in order to know the experiences
Phenomenology and different processes undergone of these teacher applicants.

1. INTRODUCTION 1.1. Purpose of the Study

The purpose of this phenomenological study is to describe the stories told by
“Stability is the reason why I want to enter DepEd. My colleagues told me, teacher applicants in their journey towards undergoing the employment process
that being a government employee is a very practical way in achieving it. But of DepEd. This will involve three teachers from one division who experienced the
along the process, the expenses, effort, time, and criteria to be passed are the employment process.
challenges that make it hard.” (Cherry). This study will record the experiences of the teacher applicants including
the challenges they encounter along, mechanism in handling such, and what
This quote is taken from an interview of a sub teacher who experienced learning they got from it. Furthermore, the researchers would try to let participants
the Department of Education (DepEd) employment process. These words are one of the study relive in their minds the experiences they had and listen to the stories
of the common reasons why a certain individual desires to be a government they would tell.
employee. It is the belief of most people that stability is found in government Aside from the written statements, the tape recorders will be used during
positions. This road is not the less travelled but a track which has taken by many. the in-depth interview. The different statements we get will be clustered to group
A government item is like a trophy it requires a lot of work and to pass certain them into themes. These refer to the participants’ experiences in common. Thus,
standards in order to get one. Someone who gets it proves that he/she is qualified. in-depth interview would open them to recall stories which would be utilized and
recorded.
In Japan, the salary of teachers in compulsory education is higher than This study will be conducted to hear, observe and write the stories narrated
the salary paid to a general civil servant. It resulted, for more numbers of teacher by teacher applicants about their experiences; may it be pleasant, joyful, painful
applicants at the same time, the board of Education became more competitive or fearful. . Moreover, the stories of support they received from their colleagues
and their hopes and dreams as teachers as well as the insights they could share performing the taste itself. Aspiring applicants decided to apply in DepEd because
to other teachers. they feel compassion for public school learners and willingness to help easing the
challenges in DepEd. On the other hand, extrinsically motivated behaviors,
performed in order to receive something from others or avoid certain negative
1.2. Research Questions outcomes. Theorists define extrinsic motivation as “engaging in a task to obtain
1. What are the experiences of the teacher applicant in the employment an outcome that is separable from the activity itself” (deCharms,1968; Lepper &
process? Greene, 1978). In addition, the extrinsic motivator is outside of, and acts on, the
2. What are the coping mechanisms of teacher applicant in order to get individual. Teachers and aspiring applicants of DepEd that are extrinsically
through the employment process? motivated only want salary and stability from the system.
3. What are the insights that the teacher applicant can share to other
teachers? 1.4. Significance of the Study
Employment struggles are real. In order to understand it more, it is important
1.3. Theoretical Lens to conduct a study to listen to the stories of teacher applicants. Different problems
The study is viewed from the Vroom’s (1964) expectancy theory; this they encountered and their learning along with the quest. This study would be
assumes that behavior results from conscious choices among alternatives whose beneficial to a group of people, especially those who are interested to know the
purpose is to maximize pleasure and to minimize pain. The idea to drive reality of employment process. Moreover, the results of the study would help the
satisfaction and minimize dissatisfaction in employees. This is supported by higher officials of the public schools especially the school administrators, because
Vroom who realized that an employee’s performance is based on individual it would provide with data on what things to be change and things to be improve
factors such as personality, skills, knowledge, experience, and abilities. for better process of employment. The findings of this study will also help and
Furthermore, Vroom stated that effort, performance and motivation are linked in inform the aspirant applicant of how the things are done. Lastly, this study would
a person’s motivation. Founded by this study, aspiring teacher applicants, who somehow help the future researches and other regional studies like it, to create
take the road to employment, has their own product of choices that are available a coherent and cogent research agenda centered on the issues discussed in this
for to be prioritized. study.
Additionally, the study was also structured with McClelland’s (1961) need
achievement theory. Based on this, people are driven to success through seeking
“personal achievement rather than rewards themselves” (Saif et.al., 2012). This 2. METHODOLOGY
study focused on individual’s specific needs that are acquired over time and are
shaped by one’s life experiences. Furthermore, an achievement motivated In this research, the descriptive qualitative phenomenological method
person, therefore seeks achievement, attainment of realistic but challenging was employed because the researchers went to a particular setting of interest to
goals, and advancement in the job. Moreover, this theory is readily applicable to collect the data, to describe the natural setting of the direct source of data and
academic environments and explains why some aspiring applicants are high the researchers as well was the key instrument. This research technique would
achievers, despite the difficulties they face, they set themselves a high goal, be used if the intention of the research was to collect of data, which included
which is to be in the list of qualified applicants and to get a government item; interview transcripts, field notes, audio recording, diaries, personal comments,
achieving these goals is what drives them. official records and anything else that can convey the actual words or actions of
Furthermore, according to Smith and Cronje (1992), the way Maslow’s theory is the people concerned in the study (Fraenkel & Wallen, 2014).
explained relies on the fact that people want to increase what they want to achieve
in life and their needs are prioritized according to their importance. Deriving from Moreover, this would also be the most suitable research methodology
the hierarchy of needs by Maslow, content theories of job satisfaction revolve because the major concern of the research is to know how people make sense
around employees’ and applicants’ needs and the factors that bring them a out of their lives. As researchers, we want to know what the participants thought
reasonable degree of satisfaction (Saif et.al, 2012). In addition, Maslow’s about their pedagogical journey as teacher applicants and why they think what
hierarchy of needs forms the basis of theories that try to explain job satisfaction. they do (Starks & Trinidad, 2007). In fact the researchers’ focus is likely to be the
Teachers, like all people, have needs that have to be satisfied. participants’ assumptions, motives, reasons, goals and values about the
Moreover, intrinsically motivated behaviors are performed because of the experiences they encountered during employment process in the Department of
sense personal satisfaction that they bring. According to Deci (1971), these Education. The researchers would also try their best to capture the thinking of the
behaviors are defined as ones for which the reward is the satisfaction of participants’ perspective as accurately as possible.
 Furthermore, Witlis (2015) emphasized that it is through phenomenology where
The particular descriptive qualitative design employed in this study was special events that happened could be understood better through lengthy
the biography and phenomenology. Among the different forms of biographical discussions. Mesina (2016) supported these ideas when she stated that in using
study that exist the researchers opted to utilize oral histories. Oral histories are phenomenological research, the researchers are most interested to know how
where the researcher gathers personal recollections, usually from a variety of things happened as experienced by teacher applicants; they interpreted these
individuals. This shows that the researchers focused on describing special or experiences and found meaning to these experiences.
important events as experienced by the teacher applicants participating in their
employment process. These experiences of the participants will be recorded Relatively, the phenomenological approach is suitable for the different
whereby the researcher tries to employ the other qualitative research which is the important events found in the recollections of teachers; the commonality of the
phenomenological study (Bloom and Crabtree, 2015). experiences with the important events would be studied. Bracketing of these
In this particular study, aside from collecting the special or important common experiences was done as suggested by Taylor and Francis (2012) to
events the teacher applicants experienced in their employment process, the minimize presuppositions to prevent potential harmful effects of presumptions
researchers tried to investigate in these experiences various reactions to or that may affect the research process. These would improve the precision of the
perceptions of a particular phenomenon where they hoped to gain some insight research study. In this case the researchers would try to be watchful at all times,
into the world of the participants (Tufford and Newmann, 2010). As teacher observant of their own views and pre-existing beliefs on the study, and must be
applicants, they described their perceptions and reactions, through an indepth vigilant to set aside their own prior knowledge and experiences to fully capture
interviewing. The researchers tried to identify and describe aspects of each the experiences of the teacher applicants in their journey in employment process.
participant’s individual perceptions and reactions to their experiences in detail. As researchers, using this particular qualitative research design, they were
interested to know how things happened and how people interpret their
In fact, as intended in the study, the researchers to gather tried personal experiences as well as how they find meaning to these experiences.
recollection of the participants about their experiences encountered various
elements will be considered which would bring them to recollect events which Dowling (2012) points out that phenomenological reduction would be
may let them recall what made them choose teaching as their profession; people employed where the researcher practically decreased the areas from how it is
or situations that most likely had influence them; the reactions of their parents perceived with all prejudice, to a realm of pure phenomena. Thus, the relevance
and friends about their choice as well as to remember how prepared were they of the phenomenon is allowed to emerge. Like biographies, the researchers
when they decided to take teaching as their profession (Taylor and Francis, motivated participants in a phenomenological study to relive in their minds, the
2012). experiences they have had. To do this, the researchers of the study used the
notes gathered using interviews, a tape recorded interviews and session. Once
These recollections might be told like stories of their lives. Stories of accomplished, the researchers searched through every subject and statement for
inspiration or desperation and they might have written them in their diaries which those that were relevant, those that seem to be particularly significant for the
the researcher would try to collect and record. Furthermore, stories of their subject in describing experiences in relation to the chosen phenomenon. The
problems encountered and what coping mechanisms they used in order to get researchers then clustered these statements into themes, those aspects of the
through the employment process would also be collected through interviews as subjects’ experiences that they had in common. The researchers attempted to
well as video tapes. From these, insights might be formulated that could benefit describe the fundamental features of the experience that have been described by
other teachers and teacher applicants. (Giorgi, 2009). most participants in the study. They might be stories of inspiration or stories of
despair.
From these experiences, the researchers gathered data where the participants
shared whatever advice they could give to those who going to undergo the In summary, in as much as the researchers are conducting this
employment process, coping mechanisms, and insights during employment phenomenological study, they focused on the essential structure of a single
process. phenomenon (experiences of teacher applicants during employment process), by
Their stories would likely include their hopes and dreams as teacher interviewing in-depth, a number of individuals who served as participants of the
applicants. All of these are oral histories describing the experiences of teacher study who have experienced this phenomenon. Then, we, as the researchers
applicants, where special events are personally recollected by them and were extracted what we considered to be relevant statements for each subject’s
collected and recorded. description of the phenomenon and then clustered these statements into themes.
The researchers then integrated these themes into a narrative description of the
phenomenon. We clustered these experiences into inspiration and stories of The researchers purposely included at least 3 participants who
despair or discouragement. experienced the employment process. They came from one division in region 12.
Upon preparing the list, the researchers prepared as well a letter of permission to
The journey of employment process is very challenging. There are the schools where the identified participants were located. The researchers
countless studies conducted regarding teacher’s satisfaction and motivation, as gathered information to confirm whether who among them would qualify for the
well as teaching strategies and coping mechanism. But before getting on that phenomenon of interest being investigated.
stage, the preceding phase which is the employment process should not be taken
lightly. The researchers visited the participants in there school or in their
workplace in order to establish good relationship and to gain their trust and
As public school teachers today, the researchers had been once in a confidence. This was the time where they explained the purpose of the study,
shoe of a teacher applicant. They consider their employment process as a their important role in the success of the endeavour as well as to address some
remarkable journey in entering the government. This gave the researchers more questions, concerning the review of some ethical considerations and complete
meaning and interest to collect experiences of others to discover the ingredients the consent form. This was also an opportunity to review them the research
which contributed to ones’ success. As Taylor and Francis (2012) stated, questions. It was also the time to give the participants the chance to recall and
employing new staff members is not the only opportunity for administrators to relive experiences they have had as teacher applicants. This was important
know what a good teacher is. Only few have had the privilege of choosing a because as Davidson & Ryan (2010) stressed, if somebody would conduct
complete teaching staff. Most of the time we have to deal with somebody else's qualitative research, establishment of a satisfactory level of rapport and empathy
decisions and handle supervision, evaluation, as well as remediation. A school’s is critical to developing positive relationship during in-depth interviews and
success depends largely on the quality of its teaching staff. When teachers are consequently, gain depth of information, particularly in sharing issues on the
efficient students will learn well and when teachers are effective, parents will be phenomenon investigated where participants had a personal stake.
satisfied. When teachers are good, their principals are also good. These are the
reasons why the employment process is a tough process for it demands quality Only teacher applicants who had experience the employment process
educators. for the last three years was involve. The researchers made sure that they
Inspired by these ideas, the researchers undertook this research and understood what was expected of them to become well prepared and properly
personally made survey teacher applicants who experienced the employment oriented with their involvement. During the preliminary meeting, the researchers
process on one division. Then, the researchers personally gathered the data explained to them that in the actual interviews, during the time of recollection
through in-depths interview where the data gathered will be all related to the sub there would be feeling of doubts, pains and joys even fearful moments to be
questions to be asked. The researchers also asked the assistance of some remembered on their journey where they were be suggested to hold negative
colleagues to help them read and analyse the essence of the data gathered, burst of emotions. The researchers assured them that whatever problems they
exhaust the themes as describe in the subtopics stated. After coming up with the encountered during their employment process related to school officials, parents,
findings, referrals to a professional specialist for data analysis and interpretation community, pupils and even peers would be held confidential. They saw to it that
were sought and thereafter will help us to structure personal insights. they would feel comfortable enough to be opened of whatever they wanted to
share. Bloom and Crabtree (2015) support this view when they stated that it is
Before the study began, the researchers identified the particular very important to provide the participant a safe and comfortable environment for
phenomenon they were interested in investigating. The phenomenon of interest sharing personal experiences. Along with this suggestion, they made sure that
here was the employment process of teacher applicants from one division. during the conduct of the interview it would be held in a quiet room to ensure
The researchers then, tried to identify the participants in the study privacy and away from distraction. If the participants preferred a private office or
considering the year 2016 to 2020. It means therefore, that it is expected that in the comfort of their homes; then, the interview or the answering of the survey
these teacher applicants had undergone the employment process for the past questionnaire would be held there.
three (5) years. These teacher applicants will be chosen through purposive Along the way, the researchers emphasized that there might be problems that
sampling. The purposive sampling procedure was applied wherein according to may be encountered but they assured that telling their stories would help those
Fraenkel & Wallen (2014), the researchers do not simply study whoever is who will come after them. Teacher applicants clearly understood that the
available but rather use their judgment to select a sample that they believed in, possibility of encountering problems during the employment process was
based on prior information would provide the data needed. unavoidable but they were comforted with the coping mechanisms the study
would share. Their stories might be an inspiration knowing their hopes and
dreams as teacher applicants; others might be stories of despair or Additionally, an in-depth interview was done in the most rigorous ways
discouragement. to ensure reliability and validity (Bashir, Yousif and Mahmoud, 2008; Bricki and
Green, 2007) which are important concepts in qualitative researches. In order to
This study followed certain procedures to collect the data needed. The do this, the researchers avoided drawing conclusions from the interview but
researchers undergone in-depth interviews with the participants to take down based everything on factual data as described by the participants during the
notes interview, to remove any bias or misconceptions of the results, as well as classify
themes of the phenomenon. According to Creswell (2006); Giorgi (2009); Kvale
Prior to the conduct of the interview, ethical considerations were and Brinkmann (2009), in qualitative research such as phenomenology, it is
observed. Raizer (2012) with Fraenkel and Wallen (2014) pointed out that it recommended that for in-depth interviews, researchers interview 5-25
should be remembered that the identities of all the participants should always be participants who had experienced the same phenomenon, if one wants to achieve
protected. Care among the participants was taken to ensure that none of the the goal of representativeness and generalizability as a criterion, from a small
information collected would embarrass the participants; in other words, number of research participants.
confidentiality should be observed especially when difficulties narrated could
affect their relationship with people who belonged to the administration and their In the process of in-depth interviews, the researchers asked the
peers or co-workers in the organization. They were also being told of the participants they could write down their answers, in as much as there were survey
researcher’s interests and given their permission to proceed. They never questionnaires prepared in this special event. During the interviews, there might
recorded any conversations using hidden tape recorder or other mechanical have been instances that certain details were not adequately expressed or even
apparatus. Furthermore, the researchers did their best to ensure that no physical missed out because the informants were not very articulate or well-equipped in
or psychological harm would come to anyone who participated in the study. In communicating with people. This might have created misconception and
summary, in any research, what should be taken into consideration is whether ambiguity. To avoid this, the researchers always repeated the question, if
the participants identified would give their consent and confidentiality. necessary (Bloom and Crabtree, 2015) and confirmed with their informants their
answers to the questions, to ensure that the researchers were able to grasp
To observe these ethics, the researchers tried to establish rapport correctly the information they provided. In every instance, they needed to be
before the interview started to gain the trust and confidence of the participants flexible and be able to adjust to the moods of their interviewees. To ensure that
(Bloom and Crabtree, 2015). It is also very important to provide them safe and all information was documented thoroughly, making sure that no important detail
comfortable environment in sharing their experiences. To meet these was missed out; note-taking was applied (Mack et al, 2005; Penner and
requirements the researchers saw to it that privacy of the place is provided. McClement, 2008).

In depth interview is one approach undertaken in order to gather Data were collected through audio recordings of interviews since audio
information from the study informants. The in-depth interview is a technique or video recording improved the accuracy of the content shared in the focus group
designed to elicit a vivid picture of the participant’s perspective of the research or in-depth interview, as well as the speaker’s intonations (InSites, 2007). The
topic (Mack, Woodsong, MacQueen, Guest, Namey, 2005). It is more than just participants were in a private setting either in their respective homes or private
an approach to understand the participant’s experiences but it is going deeper offices or another neutral site such as a quiet coffee shop or private room. This
into their thoughts and behavior, listening to their inner voice to explore new audio recording of the interview was transcribed verbatim and check by the
issues. Through the interview process, the researchers listened to the participants for confirmation if everything was taken as it is. Confidentiality was
participants’ descriptions and then repeatedly reviewed and study the data as observed in all sessions and with all informants (Bricki and Green, 2007),
they transcribed (Penner and McClement, 2008). This strategy required time and consistently addressing them by their pseudonyms to conceal their real identity.
space so that the researchers could draw out portions of experiences and insights To have a continuous flow during the in-depth interview, the researchers prepared
from the informants. They made their participants comfortable and conveyed the their open ended research questions as indicated in the interview guide and also
message that the researchers were interested in what they were going to say. It inform them that there would be additional questions not in the interview guide
was important to closely internalize what the informants would share, particularly that she might think necessary in providing helpful insights to the study. This also
in the details of the problems encountered and the coping mechanisms they promoted trust and openness with the participants.
adapt.
In summary, during data collection the researchers saw to it that the
principles of listening are observed. It gave the participants freedom to unveil their
feelings, especially those who were new in the experiencing the journey of
employment process. The researchers tried to show to them that they were with Data display, on the other hand, is the organization of data and showing
them throughout the time they told their stories of their journey. Of course, during it in the form of graphic organizers such as: matrices, charts, graphs, that would
their revelation there might be some issues they needed to clarify, but they saw enable the viewer to draw his conclusion (Suter, 2012). It is one step beyond data
to it that when these were asked again it was done with respect to earn the trust reduction, showing the data in an arranged and orderly manner, clearly showing
she hoped for. the interrelationships of bits of information, readily available to the viewer. At this
stage, other higher order categories could come out beyond those discovered
The researchers saw to it that they would sign the certificate of consent during the first step of data reduction (Namey et al, 2007; Paul, 2006; Sitko, 2013).
and that all the equipment like audio-tapes were used by them with the assurance
that everything happened during the interview would be held in anonymity. Conclusion drawing and verification are the last steps of qualitative
analysis. It involved going back to consider what the analyzed data meant and to
To make the trust and confidence stronger, all the tapes were recorded assess their aftermath for the questions at hand while verification, integrally linked
and were played to them to listen and if ever there were issues they wanted to to conclusion drawing, required revisiting the data as many times as necessary
delete, then, it should be. Even the notes recorded were shown to them for to cross-check or verify these emergent conclusions (Paul, 2006). At this point,
scrutiny and affirmation. no definite judgments were made but rather, the data were allowed to “speak for
themselves” by the emergence of conceptual categories and descriptive themes.
With all confidence, and trust, the researchers focused on their field of These themes were usually implanted in a structure of interconnected ideas that
interest (phenomenon) equipped with the necessary knowledge and skills in “make sense”.
conducting interviews, and note taking they believe that the objectives they have
in conducting this research would be a success. With the respect, the researchers The conceptual framework was interpreted with reference to the related
brought to their participants; the researchers thought they would cooperate and literature on the subject in an attempt to explain, with a theory, the phenomenon
give their full support in this endeavor. being studied by the researchers with the assistance of two independent readers
and an analyst who are experts in the field of study to form a triangulation team
In every data gathered, analysis would follow. This is the time where the wherein each examined the data and compared individual findings to obtain a
researchers tried to breakdown all the information gathered to understand them deeper and broader understanding of how each investigator viewed the issue.
better so that every element would be placed in its respective order to give due it
explanation and meaning. As Hancock et al (2007) points out that analysis of the Triangulation is used to ensure the validity of the data by using more
data in a research study involves summarizing the mass of data collected and than one person to collect the data, thereby increasing its reliability (My-Peer
presenting the results in a way that communicates the most important features. Toolkit, 2010; Speziale and Carpenter, 2007). If the findings of the different
Data were analyzed using a method which included data reduction, data display, investigators arrive at the same conclusion, then the researchers would be
conclusion drawing and verification (Zhang and Wildemuth, 2007), adding that confident that the result of the research study is reliable. Many different
qualitative content analysis is “any qualitative material and attempts to identify interpretations were considered before the researchers form a rational argument
core consistencies and meanings”. in the most obvious way possible so that others could judge the validity of the
study (Sitko, 2013). In making an interpretation of the report, we took into account
Data reduction is the abstraction of data from the transcriptions, deleting what data to include and information to dispose of. The way interpretation was
data which are not important and transforming it into a comprehensible material, written is clear and precise; properly identifying which of the information was
easily understood by many (Namey, Guest, Thairu Johnson, 2007; Paul 2006; factual description or the plain personal view of the researchers (Griffiths and
Suter; 2012). This pairing and shelving of data is often termed as thematic McLeod, 2008). An interesting and readable report “provides sufficient description
analysis, a form of sorting and categorizing. With data reduction, the researchers to allow the reader to understand the basis for an interpretation and sufficient
will employ the expertise of a professional data analyst for data analysis, who will interpretation to allow the reader to understand the description” (Zhang and
help them manage the data, particularly with the sorting and organizing large Wildemuth, 2007).
volumes of qualitative data, retrieving and locating words and phrases. The data
came out consolidated and manageable after being sorted and categorized. In other words, as the researchers relived in the minds of their
Stories were sorted into stories of inspiration or encouragement and stories of participants, the experiences they had which they tape recorded during the
despair or discouragement. interview sessions, they must search through each subject’s statements for those
that are especially relevant, that those that appear particularly meaningful to the
participant in describing his or her experience in relation to the phenomenon of The following questions were asked during the in-depth to find out the
interest. Then, the researchers clustered these statements into themes. These realizations and learning of participants as well as the tips they could share to the
are those aspects of the participants’ experiences that they had in common where future aspirants: What are the tips that you can give to the teacher applicants?
they attempted to describe the fundamental features of the experiences that were What are the things that the teacher applicant should not do during and after
described by most of the participants in the study. employment process?

In sum, then, in the analysis of data, the researchers who conducted From the data collected on the insights of the study participants, two
phenomenological study would search for the “essential structure” of the major themes emerged as presented in Table 4. These themes aided in
phenomenon they were investigating about the journey of the teacher applicants, determining which core ideas to report. The emergent themes are described as
by interviewing in-depth the participants who had experienced this phenomenon. (1) Time Tested Values Patiently and (2) Pursuing Dreams in the Test of Time.
Then, they extracted what they considered to be relevant statements, and then
integrated these themes into a narrative description of the phenomenon which Based on the responses of both the in-depth interview informants the
was the journey of teacher applicants in the employment process. following data were gathered:

On the experiences of the participants two themes emerged to describe

3. RESULTS AND DISCUSSION the circumstances encountered of the Teacher applicants in the employment
process of Department of Education. These themes are namely, (a) Patiently
Research Question No 1. What are the experiences of the teacher applicants waiting for the Future and (b) Steadiness and Sanguinity. In relation to the
in the employment process? patience in waiting to the future, the teacher applicants developed the ability to
be patient and learn the value of preparation. In dealing with the employment
To facilitate the generation of comprehensive discussion for the above process these attitudes are important to exercise. A teacher must go extra mile
research problem, the following questions were asked during the in-depth in exerting such. Patience is not easy to achieve. Inspiringly, the participants were
interviews: What is the most unforgettable experience you have during able to develop it because of the need. Their journey was filled of mixed feelings
employment process? What made you decide to apply in Deped? of excitement and fear but they managed to extend more their patience. In
addition, preparation is indeed a vital ingredient in the journey. In order to be
From the data collected on the experiences of the study participants, two totally prepared, sacrifices were needed just like sleepless night and excessive
major themes emerged as presented in Table 2. These themes aided in practices in different criteria.
determining which core ideas to report. The emergent themes are described as
(1) Patiently waiting for the Future and (2) Steadiness and Sanguinity. In addition, the participants also sought personal stability and growth as
an educator. It showed that they want steadiness in government position. Being
Research Question No. 2: What are your coping mechanisms in order stable is the target goal of very employee. That is why the scrutiny in the process
to get through the process? is not a piece of cake. Government position gives a hopeful future to an individual;
The following questions were asked during the in-depth to find out the the undeniable lavish benefits from it encourage everyone to toil hard and get the
coping mechanisms of participants in facing the tough process of employment: item. Moreover, the drive of being a good generator of learning to the students
What are your preparations before undergoing the employment process? After showed their sanguinity in pursuing Deped. It is true that not all applicants are
hearing the result of employment process, what did you feel? What are your solely looking for good salary pay but a greener pasture. When we say greener
realizations after the employment process? pasture, it also means an environment where an individual may grow and be
From the data collected on the insights of the study participants, three major challenged to improve oneself. This shows an intrinsic motivation towards
themes emerged as presented in Table 3. These themes aided in determining professional growth as well achieving the calling of being a teacher as purveyor
which core ideas to report. The emergent themes are described as (1) Support of truth and light likewise one to improve mankind.
System, (2) Welcoming Possibilities and (3) Realization Overload.
In coping mechanisms of the participants to get through the employment
Research Question No. 3: What are the insights that the teacher process; three significant themes emerged from it, support system, welcoming
applicant can share to other teachers? the possibilities and realization overload. Applying to the Department of Education
with just by yourself is like going into the battle without knowing the battle plan. In the context of pursuing dreams in the test of time, the informants
Participants should seek help and advice to those who are already in the field. showed the ability to go on despite of difficulties. It creates a significant effect to
They should what kind of preparations they must do so that they will not be their lives. Staying positive and reminding oneself to trust and be confident are
clueless about the process of employment. Participants must know the game plan fuels that kept them moving and pursue the dreams which are just waiting. Being
of the employment process and they should put in their mind that it is not the time constant in optimism indeed spreads a good vibe. They learned that it's ok to get
to fully rely on their self alone. Furthermore, Support-seeking usually involves frustrated but never dwell on it. And when things get tough do not be easily get
turning to others for advice, help, or comfort. discourage about it but always choose to think positive no matter what.
Additionally, having confidence in oneself is both helpful and important. Losing
Any player who wants to win a game would prepare a lot for it. This is hope and thinking small of oneself are the enemies of confidence. The
also true in employment process but sometimes there are things that don’t go in participants developed a hopeful attitude towards their abilities. In order to stop
our way. Teacher applicants prepare a lot. The end result could cause a lot of the unraveling doubts, they learn not to compare their performances to others for
effects on each applicant. Additionally, participants should welcome every everyone excels in different ways. Lastly, never depend on the opinions of others
possibility during the employment process. They should anticipate every outcome but always be as you are.
they will get and prepare a backup plan on how to deal such results, especially
not getting accepted. However, whatever the outcome may be, participants are 4. DISCUSSION
still willing to do better and to improve themselves for they know it is not the end.
On the other hand, being optimistic in times of hardships will give them hope and This study has clearly indicated its purpose of examining and describing
they will be motivated to accept the challenges as they enter the Department of the experiences of Teacher applicants on the employment process. It aims to go
Education. deeper into bringing about the feelings and insights of the participants to the
surface and to determine what concepts may be gleaned from the findings.
In the context of realization overload, the informants realized that
applying and getting an item in the Department of Education is never an easy Taking into consideration the nature of this study, we adopted and
task. Every applicant should go through the eye of the storm, it is a costly employed the qualitative research method, specifically the phenomenological
competition, and it is not about your looks or how good you are but how good you approach since it explicates the meaning, structures and essence of the lived
sell yourself to the hiring officials. The self-confidence of many beginning experiences of a person or group of people around a specific phenomenon
applicants loses when they face the reality of employment process. Unrealistic through focusing on a concrete experiential account grounded in everyday life
expectations of what applying is about can yield a negative experience to new (Langdridge, 2007). Through the interviews conducted, emergence of different
applicants. An individual who entered the field of education for the first time in themes with respect to the three main questions for the phenomenon being
their career can cause high level of stress. However, after those hardships, their studied was made possible. Three teacher applicants were interviewed through
efforts will be paid off once they got the item and for those who did not, they can in-depth interview.
try again because it is worth the wait.
5.1. Experiences of the Teacher Applicants in the
In terms of insights and the realizations of the participants in the Employment Process
employment process; two significant themes emerged from it, time-tested values
and pursuing dreams in the test of time. Employment process is a battle. In order Patiently Waiting for the Future. The study has shown that the process
to get through it there are values which are time tested and already proven the of employment taught the participants the value of patience and preparation in
effectiveness of it. These are the full armour of preparation and being open- their journey. The study of Halima (2009) stated when an applicant searches for
minded. When we say full armour of preparation is talks about all the aspects in a job the person increases the work effort along with a patient attitude. Patience
life. The participants prepared themselves, physically, mentally, and spiritually for is positively related to work and search effort. It was true with the statement of
this long process of employment. Furthermore, being open-minded is always a Deborah (not her real name), that she waited patiently for her turn in the interview
good companion while undergoing this quest. When one is open-minded that and teaching demonstration. Similarly, Esther (pseudonym) experienced the
person won’t easily give up for good, for he/she is open to another possibilities mixed feeling of torment and excitement while waiting in the result of the
and practices to look for the greater picture when things might mess up. application for it took three months of waiting. The applicants also prepared a lot
in this process. Ruth (not her real name) rendered so much time and effort in
preparing. She experienced sleepless night in preparing everything because as
a teacher she wanted to display and prove to those who will assess her she’s
able and capable to be part of Department of Education. 5.2. Coping Mechanisms in Order To Get Through
The Employment Process
In view of this, Van Huizen (2010) heightened impatient workers exert
less work effort and likely lose their jobs. He added that jobs may be considered Relative to the experiences of the participants to deal the challenges
as experience goods and workers who are impatient may be unwilling to invest brought by the employment process, professed their coping mechanisms toward
time and energy in the job and therefore move from one job to another more the phenomenon. Support system, Welcoming the possibilities and Realization
frequently without searching intensively. It was evident to the experiences of the overload appeared to be the main three themes.
applicants. They exerted effort and time in preparation for the employment
process. The participants learned to extend their patience and kept up with the Support System. The has shown that educational institutions can very
situations patiently for they have goals in mind and future to look up to. well facilitate the employment of its graduates by being informed on how teacher
applicants are evaluated by prospective employers not only in public schools also
Steadiness and Sanguinity. In Japan the salary of teachers in in private institutions (Mancao, 2012). Applying in the Department of Education
compulsory education is higher than the salary paid to a general civil servant. It with just yourself is like going into the battle without knowing the battle plan. It is
resulted, for more numbers of teacher applicants at the same time, the board of true with the statement of Deborah (not her real name), that she asked a help
Education became more competitive (Ladd, 2007). In the same manner, from a teacher who is expert in making a lesson plan. Similarly, Ruth (not her real
controlling the workers characteristics enables to directly test theories of name), stated that she had some advices from the School Head of the certain
efficiency wages and fairness. It was figured out that high-quality workers school that help her to prepare in teaching demonstration. Moreover, any player
continue to be associated with good outcomes. High-wage strategies are also who wants to win a game would prepare a lot for it. This is also true in employment
associated with better won-lost performance and higher attendance figures process. Preparation is one of the key factors why an applicant will be appointed
(DeBrock et al, 2004). The participants were honest to their statements that for a certain position. Esther (not her real name) made sure to prepare her all
stability and salary were major factors in applying for DepEd. Esther (not her real documents that she needed during the employment process.
name) candidly said that her main purpose for applying was for stability of the
future. In addition Deborah (pseudonym) decided to apply because of her family Welcoming the possibilities. Versatility is very essential for being an
that wants her to have a regular/ permanent job. educator. It is an important factor when a person wants to serve as a public school
teacher. A teacher will adjust according to the norms of the workplace and the
There were also participants with responses that based on intrinsic learners (Harris et al., 2010). The participants were right to their statement that
motivation. They want to grow and contribute meaningfully to the lives of learners. there is a great joy upon entering the teaching profession but there were also
Ruth (not her real name) stated that it was not all about salary for it can never challenges and responsibilities that awaits them. Relatively, (Harris et al., 2010)
compensate the role, job and the responsibility in the field but it was about the discovered that principals prefer an “individual mix” of personal and professional
desire to help and to teach the future leaders and enables the youth. Likewise, qualities. They also create an “organizational mix,” hiring teachers who differ from
Deborah (not her real name) was also prompted to apply because she believed those already in the school in terms of race, gender, experience, and skills, in
that it will put her to a place where she can really grow professionally. The which teachers have similar work habits and a high propensity to remain with the
responses of the participants were not solely associated on the external factors school over time. On the other hand, (Welbourne et al., 2007) stated that
but the characteristics and outlook of the participants within. strategies in problem-focused coping include action-oriented methods or
decision-making activities to resolve stressful situations, such taking control of
The study of Rode et al. (2008) examined the effects of ability and the stressor by analyzing its source and directly modifying it. Also included in this
personality on extrinsic and intrinsic indicators of career success. The dimension of coping are mechanisms aimed at adjusting one's perspective of the
researchers found out in the regression analysis indicated that gender, stressful situation, referred to as cognitive restructuring. This statement was
extroversion and agreeableness were the strongest predictors of salary. linked to Deborah’s experience during the employment process; she did not make
Emotional stability and proactive personality predicted perceived job success, it but it did not stop her to try again and make herself better.
while extroversion was significantly related to perceived career success. Further,
Msanya et al. (2016) concluded that teacher applicants who planned to be Realization Overload. Undeniably, experience is still one of the best
teachers show that the teacher applicants love their profession and wanted to teachers. Employment process is a competition, and having long years of
have a stable life. teaching experience gives edge to a teacher. Many studies show on how
experience could influence teaching. Researchers found out that unrealistic important values to ponder always. However, Riggs (2010) defended that open‐
expectations of what teaching is about can yield a negative experience to new mindedness is primarily an attitude toward oneself as a believer, rather than
educators (Coutler et al., 2007). The same group of researchers stated that an toward any particular belief. To be open‐minded is to be aware of one's fallibility
individual who entered the field of education for the first time in their career can as a believer, and to acknowledge the possibility that anytime one believes
cause high level of stress. The less preparation a teacher has received prior to something, one could be wrong.
entering the field, the more likely this will lead to a rate of two to three times as
high of attrition than with candidates who finished their preparation program Pursuing Dreams in the Test of Time. Positivity and confidence are
before teaching. It is true in the statement of the participants that applying and always correlated with each other. It was true to the perspective of Deborah (not
getting an item in the Department of Education is never an easy thing to do and her real name); for her getting frustrated because of unflavored result was just
it is like going through the eye of the needle. Further, Korthagen and Wubbles ok, as long as you don’t dwell on it. In addition, Esther (pseudonym) suggested
(2000) concluded that employment process is indeed a battlefield. Teacher that along the process the discouragement will not help you but thinking
applicants prepare a lot. The end result could cause a lot of effects on each positively. According to Orkibi and Brandt (2015) positive characteristics help
applicant. In order to deal with stressful events, especially during employment people juggle their work and personal roles and experience greater job
process, and to alleviate feelings of distress, teacher applicants use means of satisfaction. The result indicated that positive orientation serves as an adaptive
coping that include cognitive, emotional and behavioral strategies of comforting personal resource that can facilitate employees’ ability to balance work and non-
and adaptation to the stressful situation. work demands and hence can foster job satisfaction.

5.3. Insights that the Teacher Applicant Moreover, the role of confidence impacted the responses of the
Can Share to other Teachers participants. Bénabou and Tirole (2002) analyzed the value placed by rational
agents on self-confidence, and the strategies employed in its pursuit. Confidence
Relative to the experiences and the coping mechanisms of the in one's abilities generally enhances motivation, making it a valuable asset for
participants to deal the challenges brought by the employment process, individuals with imperfect willpower. Ruth (pseudonym) managed to surpass the
professed their insights and learning toward the phenomenon. Time-tested employment process by telling her self not to lose hope and never doubt her
values and Pursuing Dreams in the Test of Time appeared to be the main two abilities. She also shared that everyone excels in different ways and so no need
themes. to compare yourself to others. It was also true to the statement of Deborah (not
her real name), it was important to trust in your ability and do not depend on the
Time-Tested Values. Preparing Education graduates for successful opinions of others if they tend to talk about your failure.
employment starts when students begin the freshman year. With the appropriate
college degree, graduates should have polished indispensable communication 5.4. Implications for Practice
skills, have matured with confidence, maintained physical and mental health, and
exuded ingenuity and potential (Mancao, 2012). The teacher applicants knew the Based on the findings, the following implications for practice are offered:
significance of preparation for it was taught at school.

There is no surprised when Deborah (pseudonym) emphasized that On the Patiently Waiting for the Future. The informants described their
preparing physically, mentally, emotionally and spiritually before the employment unforgettable experiences to be challenging. The employment process was really
process were a given tasks because the journey demanded it. Relatively, Howley tough that applicants needed to be prepared and embodied the virtue of patience
(2012) defined preparation as the stage when individual or individuals plan to in order o cope with the situation. This indicated that patience and preparation
adopt the new program and undertake change in the immediate future. In this may bring advantages in employment process.
stage, people have considered the rationale, processes, and anticipated
outcomes of the reform and made a definite decision to engage in change. On the Steadiness and Sanguinity. Being a government employee gives
Moreover, it was also important to be open-minded at all times. Ruth (not her real a lot of benefits to anyone. It is not surprising that most applicants aiming that
name) shared that it’s advantageous to be open-minded and flexible to any permanent position. The participants saw that DepEd could give personal stability
circumstances or twist of events that may happen. It can make a person practice and security for their future. They believed that the agency can give them a
to look for the greater picture when things might mess up. And for Esther greener pasture as well as a professional growth on their chosen career.
(pseudonym) not giving up, trusting in ability and believing in oneself were Additionally, Using a General Social Service, job security may still be the
strongest attraction of government, but high income and opportunity to be useful 5.5. Implications for Future Research
to society also attracts some employees to the public service (Lewis & Frank,
2002). In as much as this study is limited to only three participants, the following
future researches are recommended.
On Support System. Going through the employment process prompted
every applicant to look for an avenue that could help him/her in the journey. Since the findings of this study are not generalizable beyond the three
Seeking for help and support may appear to be very important. The help and (3) participants, future research may be conducted with more number of
advices from those who are expert may give great advantages to the applicants. participants in different divisions in the region. In addition, it could be conducted
Given the difficult situation of employment process, support system is really with the use of in-depth- interview and the focus group discussion (FGD).
needed as Lazarus and Folkman's transactional model predicts that individuals
will make use of several types of coping strategies as to cognitive, emotional and Another future research may be undertaken to determine whether the
behavioural to deal with any given stressful event (Lazarus & Folkman 1987, as views and perceptions of the previous participants have changed or not over a
cited in Kyriacou, 2001). period of time by interviewing them again. Also, further research may be carried
out to investigate similar phenomenon but for this time among the teacher
On welcoming Possibilities. Participants may not know the outcome of applicant in different regions.
the process; they still accepted it as their stepping stone on their next journey.
They ready themselves to the frustration of disappointment and how to accept it. The findings of this study were viewed from the lens of the teacher
Additionally, showing optimism amidst of pressure brought excitement to the applicant in the same division. Further research may be conducted to determine
informants. the school administrators and hiring personnel’s views and perspectives on the
employment process of the Department of Education to substantiate the findings
On Realization Overload. Employment process in the Department of of this study.
Education is far way different than applying in the private sector. There may be
similarities but applying in the DepEd is not a piece of cake because it will cost
you physically, mentally, emotionally, and financially. Frank and Lewis (2004)
found out to their study that government may offer different extrinsic and intrinsic
reward. Government jobs offer interesting work and opportunities. An aspirant
may expect a hard road ahead.
5.6. Concluding Remarks
On Time-tested Values. Employment process is a battle. In order to get
through it there are values that are time-tested and already proven the ♪I'm a teacher, a purveyor of truth and light
effectiveness of it. Being prepared in all aspects at all times ceases the emergent I'm a teacher; I was born to improve mankind;
of worry. Moreover, Open-mindedness gives a room to every possibility in the It's my duty to enlighten the world
process. These are essential values and characters may be needed in the field. and guide the young to the path of the Lord. ♪
Kumar (2013) stated that teacher’s character and quality competence are the
most significant factors which influence the education quality and its contribution The song expresses the calling for every teacher. A teacher’s path is not
to national development. a bed of roses and so from the findings of the study, we have concluded that the
employment process in Department of Education is difficult. Government position
On Pursuing dreams in the test of time. The ability to go on despite of and item carries a lot of advantages just like security, stability, salary, professional
difficulty creates a significant effect to oneself. Staying positive and reminding growth in short a greener pasture. In process of conducting this study the
oneself to trust and be confident may fuel a person to keep moving and pursue researchers themselves were learning from the informants. We realized that the
the dreams which are just waiting. Constant positivity is like a mantra which participants spoke what were in our hearts. Truly, every teacher applicant has
reminds that all will be well. On the other hand, confidence in oneself is a cheer different experiences but the learning and the character development acquired in
in order to trust and believe on the abilities that one possesses. the quest made it all parallel; these are the hope for stable future and a desire to
contribute meaningfully in building the nation through educating the future of this
nation. It is not always the salary and benefits but the heart to justify that this Ben Halima, B., & Ben Halima, M. A. (2009). Time preferences and job search:
profession is a calling. Evidence from France. Labour, 23(3), 535-558.

In order to get through the employment process, people around the Bloom, B. & Crabtree, B. (2015).Making sense of qualitative research: the
teacher applicants saw the determination and effort exerted. This journey of qualitative research interview. Blackwell Publishing Ltd.
employment has two possibilities. First, you may fail and learn; second is you may
succeed and continue to explore. But both possibilities give same opportunity; the Boody, R. E., & Montecinos, C. (1997). Hiring a new teacher? Ask for a portfolio.
privilege to grow from all the experiences. And that growth may be extended Principal, 77(1), 34–35.
through sharing it to other aspirants. That growth is like a teacher and anyone
can learn from it. Finally, every teacher applicant may fail once, twice and thrice Boyd, D., Lankford, H., & Loeb, S. (2011). The role of teacher quality in retention
still it won’t erase that desire within to thrive more for that goal. And when that and hiring: Using applications to transfer to uncover preferences of
bacon of being part of this family is granted to you, we will welcome you in the teachers and schools. Journal of Policy Analysis and Management,
DepEd family and together we sing these ending lyrics…In a mountain or in a 30(1), 88–110
city, on an island where I may be. I shall keep on bringing the light and live as
teacher until I die I'll live as teacher until I die…. Bricki, N. & Green, J. (2007). A guide to using qualitative research methodology.
Medecins Sans Frontieres. Retrieved January 15, 2014 from
REFERENCES http://fieldresearch.msf.org/msf/handle/10144/84230

Acosta, I. C., & Acosta, A. S. (2016). Teachers' Perceptions on Senior High Brown, C. P., Bay-Borelli, D. E., & Scott, J. (2015). Figuring out how to be a
School Readiness of Higher Education Institutions in the teacher in a high-stakes context: A case study of first-year teachers;
Philippines. Universal Journal of Educational Research, 4(10), 2447- conceptual and practical development. Action in Teacher Education,
2462. 37(1), 45–64

Antiojo, L. P. (2018). Employability of Education Graduates of Cavite State Carnine, D. (2000). Why education experts resist effective practices (and what it
University Naic. Social Science and Humanities Journal, 423-431. would take to make education more like medicine). Washington, DC:
Thomas B. Fordham Foundation
Arcelo, AA. and Sanyal, BC. (1981). Employment and Career Opportunities After
Graduation: The Philippine Experience. A stusy on the transition from Coulter, F. (2007). Affective characteristics of student teachers. International
college to work in the Philippines. encyclopedia of teaching and teacher education. Oxford:
Baker, A. and Santora, M. (2013, January 18). “No Deal on Teacher Evaluations; Pergamon Press.
City Risks Losing $450 Million.” The New York Times, p. A1.
Creswell, J.W. (2012). Qualitative, quantititative, mixed method and
Bashir A. H. H.,Yousif S. M, Mahmoud M. O. A.(2008). Clinicoepidemiological approaches, research design.University Of
study in Sudanese patients: Prevalence and effect of Nebraska,Lincoln.SAGE. Retrieved July 6, 2015 from
eradicative triple therapy on extra digestive Helicobacter
pylori skin manifestations. Department of Dermatology and Creswell, J. W. (2006). Qualitative inquiry & research design. Sage Publications.
Venereology, Al Jawda Medical Centre, University of Juba, Khartoum, Thousand Oaks: London. Retrieved June 5, 2015 from
Sudan. Clinical Reviews and Opinions 3(2), 14-19. Retrieved www.sagepub.com/creswellqi3e/study/chapter.htm
September 19, 2015 from
http://www.academicjournals.org/article/article1379666798_Bashir%20 Cruickshank, J.K., Jenskins, F.D., & Metcalf, K. (2010). The relational zone: the
e %20al.pdf role of caring relationships in the co-construction of mind. American
Bénabou, R., & Tirole, J. (2002). Self-confidence and personal motivation. The Educational Research Journal, 2 (12), 155-189
quarterly journal of economics, 117(3), 871-915.
Challenges for New Teachers and Ways of Coping with Them Samantha L. Dias-
Lacy1 & Ruth V. Guirguis2 2017
 Fraenkel, J.R., & Wallen, N.E. (2014). How to design and evaluate research in
Darling-Hammond, L., Furger, R., Shields, P. M., & Sutcher, L. (2016). education (5th ed.). New York: McGraw-Hill
Addressing California’s emerging teacher shortage: An analysis of
sources and solutions. Palo Alto, CA: Learning Policy Institute. Frank, S. A., & Lewis, G. B. (2004). Government employees: Working hard or
Davidson, U., & Ryan, C. (2010). The real events attribution style questionnaire. hardly working?. The American Review of Public Administration, 34(1),
Journal of Social and Clinical Psychology, 6 (11), 345-388. 36-51.
Giorgi, A. (2009). The descriptive phenomenological method in psychology: a
DeBrock, L., Hendricks, W., & Koenker, R. (2004). Pay and performance: The modified Husserlian approach. Pittsburgh, PA: Duquesne University
impact of salary distribution on firm-level outcomes in baseball. Journal Press. Retrieved November 10, 2014 from http://www.amazon.com/The-
of Sports Economics, 5(3), 243-261. Descriptive-Phenomenological-Method-Psychology/dp/0820704180

deCharms, R. (1968). Personal causation: the internal affective determinants of Griffiths, E. W., & Mcleod, H. (2008). The enlightened eye: qualitative inquiry
behavior. New York: Academic. and the enhancement of educational practice. Upper Saddle
River, NJ: Merrill.
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic
motivation. Journal of personality and Social Psychology, 18(1), 105. Hancock, B., Ockleford, E., & Windridge, K. (2009). An introduction to qualitative
research.National Institute for Health Research. Retrieved June 3, 2014
Deering, T., Hardy, S., Jones, S., & Whitworth, J. (2016). Hiring Quality Teachers: fromhttp://www.rds-yh.nihr.ac.uk/wp
The Devil Is in The Details. Retrieved from: content/uploads/2013/05/5_Introduction-to-qualitative-research-
https://files.eric.ed.gov/fulltext/EJ1103361.pdf 2009.pdf

De Wet, C. (2010). The reasons for and the impact of principal-on-teacher Hanushek, E. A. (2002). Why is education reform so hard? Retrieved from
bullying on the victims’ private and professional lives.Teaching and http://uiswcmsweb.prod.
Teacher Education, 26(7):1450-1459. Retrieved June 16, 2014 from lsu.edu/manship/ReillyCenter/files/item16282.pdf
http://www.researchgate.net/publication/232398719_The_reasons_for_
and_the_impact_of_principal- Harris, D. N., Rutledge, S. A., & Ingle, W. K. (2010). Mix and match: What
onteacher_bullying_on_the_victims_private_and_professional_lives principals really look for when hiring teachers. Education Finance
and Policy, 5(2), 228–246.
Donaldson, M. L. (2011). Principals' approaches to hiring, assigning, evaluating,
and developing teachers. Essential Readings Condensed for Quick Howley, C. (2012). Readiness for Change. White Paper. ICF
Review, 76(9), 27–32. International (NJ1).

Dowling, P.R. (2012). Cross-cultural psychology: research and applications. Ingle, K., Rutledge, S., & Bishop, J. (2011). Context matters: principals'
Cambridge: Cambridge University Press. sensemaking of teacher hiring and on‐the‐job
performance. Journal of Educational Administration
Faciolan, M. (2015). Pedagogical journey of newly hired teachers: Stories to tell.
Matina, Davao City: University of Mindanao Professional Schools. Insites (2007). Sexual orientation and suicide risk in the philippines: evidence
Retrieved February 8, 2020 from from a nationally representative sample of young filipino
https://www.ijser.org/researchpaper/PEDAGOGICAL-JOURNEY-OF- men.Retrieved August 9, 2015 from
NEWLY-HIRED-TEACHERS-STORIES-TO-TELL.pdf http://www.academia.edu/4212787/Sexual_Orientation_and_Suicide_
Ris _in_t
Fox, R. K., White, C. S., & Kidd, J. K. (2011). Program portfolios: Documenting e_Philippines_Evidence_from_a_Nationally_Representative_Sample_
teachers’ growth in reflection-based inquiry. Teachers and Teaching: of Young Filipino_Men_2013_pdf
Theory and Practice, 17(1), 149–167.
Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a “sense of success”: New http://web.up.ac.za/sitefiles/file/Maree%20CV%20-
teachers explain their career decisions. American Educational Research %20UP%20%202014.pdf
Journal, 40, 581-617. http://dx.doi.org/10.3102/00028312040003581
McClelland, D. (1961). David C Mcclelland’s Motivational Needs Theory. Retrived
Jones, S. C., & Vroom, V. H. (1964). Division of labor and performance under from www. businessballs. com› leadership/management on, 20, 04-12.
cooperative and competitive conditions. The Journal of Abnormal and
Social Psychology, 68(3), 313. Mesina, R. (2016). Personality and achievement correlates of intrinsic
and extrinsic religious orientations. Journal of Personality and
Kirkpatrick, D. W. (2007). School reform: Easier said than done. Retrieved from Social Psychology, 12 (10), 234-269.
http://www.educationnews.org/articles/21465/1/School-Reform-Easier-
Said-Than-Done/Page1.html My Peer Toolkit (2010). Learning by doing: a handbook for
professional learning communities at work (2nd ed.).
Kumar, M. V. (2013). The Influence of Teacher’s Professional Competence on Bloomington, IN: Solution Tree Press.
Students’ Achievement. IOSR Journal of Engineering,(Online), 3(11).
Namey, G., Guest, G., Thairu, L. & Johnson, L. (2007).Data reduction techniques
Kvale, S. & Brinkmann, S. (2009). Interviews (2nd Edition): learning the craft of for large qualitative data sets. Retrieved May 28, 2014 from
qualitative research interviewing. Sage Publications .Thousand Oaks: www.stanford.edu/~thairu/07_184.Guest.1sts.pdf
CA. Retrieved July 7, 2014 from http://www.amazon.co.uk/InterViews-
Learning-Qualitative-Research-Interviewing/dp/0761925422 Orkibi, H., & Brandt, Y. I. (2015). How positivity links with job satisfaction:
Preliminary findings on the mediating role of work-life balance. Europe's
Ladd, H. F. (2007). Teacher labor markets in developed countries. The Future of journal of psychology, 11(3), 406.
Children, 201-217.
Paul, K. (2006). Analyzing qualitative data. In Qualitative Analysis Handout (97-
Langdridge D. (2007) Phenomenological psychology: theory, research and 153). Retrieved April 14, 2014 from
method. Harlow, Pearson Prentice Hall. Retrieved June 6, 2014 from http://www.scribd.com/doc/187185840/Qualitative-Analysis-Handout
http://www.slideshare.net/omermirza/content-research-29704682.
Penner, J.L. & McClement, S.E. (2008). Using phenomenology to
Lepper, M. R., & Greene, D. (1978). The hidden costs of reward. Hillsdale, NJ: examine the experiences of family caregivers of patients with
Lawrence Erlbaum Associates, Inc advanced head and neck cancer: reflections of a novic
researcher. University of Manitoba Winnipeg, Manitoba,
Lewis, G. B., & Frank, S. A. (2002). Who wants to work for the
government?. Public administration review, 62(4), 395-404.
Canada. Open Access article. Retrieved July 9, 2015 from
Liu, E. and Johnson, S. (2006). New Teachers' Experiences of Hiring: Late, http://creativecommons.org/licenses/by/2.0).
Rushed, and Information-Poor. Retrieved from:
http://www.uaedreform.org/wp-content/uploads/2013/08/Liu-2006- Raizer, M. W. (2012). Critical friends: a case study of teachers' professional
EAQ-New-teachers-experiences-of-hiring.pdf community in a reforming high school (Order No. 3105191). Available
from ProQuest Dissertations & Theses Global. (305341310).
Mack N., Woodsong, C., MacQueen, K.M., Guest, G., Namey, E. (2005).
Qualitative research methods: A data collector’s field Ramsey, C.J. (2010). Teacher’s experiences with student bullying in five rural
guide.Family HealthInternational,North Carolina, USA. middle schools. Unpublished dissertation, Western Carolina University,
Cullowhee, NC. Retrieved October 15, 2014 from
Maree K & Van der Westhuizen C. ( 2007). Planning a re http:www.ramseycasestudyonstudentbullying.pdf
searchproposal.Pretoria: Van Schaik. Retrieved July 16, 2014 from
Riggs, W. (2010). Open mindedness. Metaphilosophy, 41(1‐2), 172-188.
 Taylor, M., & Francis, M. (2012). Internet resources and second language
Rutledge, S. A., Harris, D. N., Thompson, C. T., & Ingle, W. K. (2008). acquisition. Human Relations, 6, 300-331.
Certify, blink, hire: An examination of the process and tools of teacher
screening and selection. Leadership and Policy in Schools, 7(3), 237- Tufford, L. & Newman, P. (2010). Bracketing in qualitative research. Sage
263. Publications. Retrieved February 28, 2014 from
http://www.unc.edu/~rclemens/Proposal.CLEMENS.DRAFT.2014.10.21.
Rockoff JE, Jacob B, Kane TJ, Staiger DO. 2011. Can You Recognize an pdf
Effective Teacher When You Recruit One? Education Finance and
Policy. 6(1):43-74. Van Huizen, T. (2010). On-the-Job Search, Work Effort and Hyperbolic
Discounting. Institute for the Study of Labor (IZA) Discussion
Rode, J. C., Arthaud‐Day, M. L., Mooney, C. H., Near, J. P., & Baldwin, T. T. Paper, 6118.
(2008). Ability and personality predictors of salary, perceived job
success, and perceived career success in the initial career Welbourne, J. L., Eggerth, D., Hartley, T. A., Andrew, M. E., & Sanchez, F. (2007).
stage. International journal of selection and assessment, 16(3), 292-299. Coping strategies in the workplace: Relationships with attributional
style and job satisfaction. Journal of vocational behavior, 70(2), 312-
Saif, S. M., Sarikhani, M., & Ebrahimi, F. (2012). Finding rules for audit opinions 325.
prediction through data mining methods. Available at SSRN 2185919.
West, M. R., Gabrieli, C. F. O., Finn, A. S., Kraft, M. A., & Gabrieli, J. D. E. (2013).
Sinkovics, Penz, E. & Ghauri, P. (2008). Enhancing the trustworthiness of What effective schools do. Education Next, 51(4), 426–452.
qualitative research in international business. Management International
Review. Retrieved June 6, 2014 from Witlis, J.V (2007). Which brain research can educators trust? Phi Delta
www.researchgate.net/.../d912f5071c2079bab4.pdf Kappan.
Sitko, M. (2013). An experimental study of the effects of cooperation and
competition upon group processes. Human Relations, 2, 199-231. Zhang, Y. & Wildemuth, B. (2007). Qualitative analysis of content.
Thousand Oaks, CA: Sage Publications.
Speziale, H. J. S., & Carpenter, D. R. (2007). Qualitative research in nursing:
Advancing the humanistic imperative (4th ed.). Philadelphia: Lippincott
Williams & Wilkins. Retrieved January 3, 2014 from
http://www.amazon.com/Qualitative-Research-Nursing-Humanistic-
Imperative/dp/0781796008

Starks, H. & Trinidad, S. B. (2007). Choose your method: a comparison

ofphenomenology, discourse analysis, and grounded theory. Qualitative
Health Research. Retrieved January 5, 2014 from
http://www.tree4health.org/distancelearning/sites/www.tree4health.org.d
istancelearning/files/readings/Starks_Trinidad_choosing_qual_approach
_article.pdf

Stemmer, P., Brown, B., & Smith, C. (1992). The employability skills portfolio.
Educational Leadership, 49(6), 32–35.

Suter, N. (2012). Introduction to educational research: a critical thinking

approach, 2nd Ed. Sage Publications, Inc. Retrieved June 4, 2014
from http://www.sagepub.com/books/Book235696/toc
UNTOLD STORIES OF CHALLENGES OF STUDENTS IN SCHOOL: TALES no time to meet with teachers or to even have breaks during the school day. Many
OF JOYS AND SORROWS high school students were obsessed with grades and were frustrated that the
grading scale was inconsistent with other area schools. As a result of the
Yssa Laureen E. Ramirez unspoken “above average” expectations and stress, the student had the share of
Angelie A. Ruben melt downs, sleep deprivation, and anxiety attacks. It showed that despite striving
Lyndon A. Quines for a balanced life, the student chooses only between health, happiness and
Geraldine D. Rodriguez grades and schoolwork. In line with this case, anxieties started to occur; instead
of having the “best years of their life” they are suffering from anxiety disorders,
Abstract depression and having a little fun of life.

The purpose of this study was to describe the experiences of high school On the other hand, Sofia was a high-performing student at an
students in school. Qualitative phenomenological approach was employed to 3 academically challenging school- and yet she was really frustrated. She was sick
high school students who belonged to one school and was identified to have of the constant “pressure to perform,” and exhausted from homework over-load
unique experiences. To gather data, in depth interview was conducted. The and all of the tests her classes required. Much of this pressure was for the prestige
results of the interview were transcribed, translated and coded to produce of graduating with a special blue tassel on her cap indicating she had graduated
themes. As regards the experiences of high school students, five themes were in the top 5% of her class. She did what she needed to make sure she would get
formulated: being delighted, expectation versus reality, being persecuted, being that tassel. She piled on Aps and cheated in order to get those A’s. But Sofia
obstructed, and unbounding the set. Looking on how they cope with the realized that rather enjoying the “best years of her life,” she was suffering from
challenges, the following themes were created: persuading and inspiring oneself stress headaches and chronic fatigue, and having very little fun (Levine, 2016).
in chasing their dreams, transcending the demand in this test of time and get a
charge out of obstacles. As to their insights, the following themes were generated: Adults often tell us that we don’t know what stress is and to just wait until
guiding principles in life and asking Divine providence for a better future and be we grow up. But we as teenage students have our own levels of stress. For
fearless. instance, all school activities require you to uphold your grade point average to
high standards, along with the expectations that you dedicate any extra time to it
Keywords: untold challenges, tales of joys and sorrows, high school students, day and night. Then, getting your homework turned in on time seems simple, but
perspectives, Phenomenology, Philippines you still hope to have a life outside of school as well. Going through different
problems make the students vulnerable to being bullied. These are students who
INTRODUCTION are constantly trying to hide in the background, feeling judged and ridiculed in a
place where they should be accepted (Swiger, 2012).
“Maddy loves her high school, but like
many teenagers, Maddy’s school The challenges students face these days are enormous. There are also
experience has had its ups and downs. issues in the education system. Challenges and struggles are part of everyone’s
While her school encourages students lives. We face many challenges in our day to day journey; it makes us stronger
to become confident, independent, and without them life becomes somewhat meaningless for we have nothing to
globally-aware citizens, the compare the good times to. The challenges we face throughout our lives create
environment is also stressful and the person we are. However, the case is not the same when we talk about young
competitive, with expectations of high- individuals- most especially the high school students who seemed to battle with
achievement…” (Madeline Levine) different challenges in life. Some issues of high school students are very serious
and needs help to handle them. Moreover, high school students are very fragile
This citation is taken from an article of Challenge Success which tackles and face many challenges which are extremely difficult to tackle. Also, the
about the challenges experienced by students and how they cope up and education system which these high school students go through is nowhere near
succeed. Undeniably, Maddy’s experience was unexceptional; and amongst the situation they are going to face in real life. Problems of students in school are
other high school students who are experiencing through the same battles. The way too stressful and need assistance from assistance from respective
article showed the traditional school schedule was so rushed that students had individuals (Nazareth, 2018).
 The life of a student is filled with many challenges just like everyone to surpassed those challenges.
else. Way back during my high school years, I’ve fought many battles in school; I
was inexperienced when it comes to dealing with challenges and I end up being
a victim of stress and anxiety. I experienced to compare myself to my classmate Research Questions
who is top of the class and to those who keeps flaunting their luxuries. I am also
under peer pressure, when I want to do something yet I wouldn’t do it otherwise 1. What are the experiences of high school students in school?
because I want to feel accepted and valued by my friends. That stage of my life 2. What are the coping mechanisms with the challenges faced in
was hard and my experiences was not unique; just like any other high school school?
students nowadays who evidently experiencing through the same battle. 3. What are the insights of the high school students can share to
other high school students?
Increasingly it is recognized that high school students’ views about
learning and school experiences are important considerations in education. Theoretical Lens
Students’ insights are important as a basis for their active and productive
involvement, and where there is a serious intention to improve students’ learning This study is viewed from Sanford’s (1966) student development theory;
(Groves, Welsh, 2010). As practicing professional teachers, I’ve seen that if this assumes that in order for growth and personal development to occur, a
schools are taking seriously the challenge of improving teaching and learning student needs to have a challenge or support balance. Also, the basic idea of
then the students’ experiences of schools and classrooms and their views about Sanford’s theory is that for growth to occur, a person needs a balanced amount
them should be important considerations. I have not come across a similar study of challenge and support as appropriate for the task. Thus, too much support, and
that dealt with the untold stories of challenges in school in the local setting. the student will never really learn what they need to grow and develop; too much
Therefore, in this context, I am interested to know the experiences of these high challenge and the student will become frustrated and possibly quit trying.
school students as this can raise concern to the intended beneficiaries of the
study, and to come up with the implication to practice, thus the need to conduct Additionally, Vygotsky (1978) believed that each student operates within
a study. the range of ability and that educators would best facilitate learning by presenting
students with work that challenges without overwhelming them. If work is too easy
Purpose of the Study the student will be bored; while if the work is too difficult the student will not have
the intellectual tools necessary to learn anything from attempting the work.
The purpose of this phenomenological study is to understand the
challenges in school and record the different challenges faced by the high school On the other hand, Yerkes-Dodson (1908) law suggests an optimal level
students. Also, this study aimed to provide high school students with a voice in of arousal for the best performance in learning tasks. Ideally, the instructors’
an effort to bring to light what it is they want, need, like and dislike about the expectations should match the abilities and inabilities of students. This study
learning and school experiences they are involved in now, and will be in the future. proposes a theory that challenges students optimally and continually over the
It involved three high school students who are currently enrolled at public schools course of teaching and learning with proofs using both theoretical and classroom
of Sarangani Province. examples. The theory of sustained optimal challenges facilitates student learning
by achieving primarily three objectives: continually adjusts the speed and content
This study recorded the experiences of the high school students difficulty levels over the course of teaching and learning; matches the instructor’s
including their greatest struggles with fear, disappointment, stress, expectations, expectations with the students’ aptitudes as to abilities and inabilities; and finally,
unforgettable memories, and how they feel to be bullied. Furthermore, the reduces the variation in student learning and learning theories, learning outcomes
researchers would try to let participants of the study relive in their minds the and student feedback supported the theory in a wide range of disciplines.
experiences they had and listen to the stories they would tell. Sustained optimal challenges were observed in most courses taught utilizing the
proposed theory
This study was conducted to hear, observe and write the stories narrated METHODOLOGY
by the high school students about their experiences; may it be pleasant, joyful,
painful or fearful. These stories might be because of their family status and their Research Design
standard of living. Also, the stories included information which help them
overcome their struggles in schools, who influenced them and how they managed In this study, researchers applied the descriptive qualitative method
particularly phenomenology. Phenomenology is concerned with the study of different challenges in their lives. This may give them insights in surviving
human perception of events or phenomena from the actual happenings in the real circumstances that they may face. As educators, we ensured that our respective
world. It was reliving the experiences of participants who were involved in the school is supportive and will be an engaging place for all high school students,
study going deeper into their thoughts and identifying the essence of the teachers and parents.
experiences as described by the participants, though lengthy discussions
(Campbell, 2007; Creswell, 2007; Speziale and Carpenter, 2007; Willis, 2007). As researchers, we identified first the participants of the study and
invited them to be part of this professional endeavor. We personally collected the
The researchers utilized the phenomenological approach because this data by having the in-depth interviews with all the three (3) informants.
is a powerful tool in getting a clear understanding of human experiences, Researchers took notes during the interviews. We then analyzed the gathered
penetrating into respondent’s thoughts, feelings and actions in order to gain data from the audio recordings of the interviews. After that we ended up with the
insights from their experiences. It clearly illustrated the specific details of the same findings; we used the expertise of a professional data analyst for data
experiences and how they seen by the subjects in the situation. It was an analysis and interpretation and thereafter form our personal insights.
appropriate instrument in our study wherein researchers needed to envision and
explore the actual experiences of my participants who had perceived challenges Research Participants
and experiences influence the high school students’ academic lives of Sarangani
Province. Prior to the conduct of our study, we identified some of our informants.
The identified informants were also high school students whom we choose
In phenomenological research, the used of bracketing were applied to through purposive sampling as the participants based on pre-selected criteria
minimize presuppositions to prevent potential harmful effects of presumptions relevant to the research study (Richards and Morse, 2006; Saunders, 2012;
that may affect the research process, thereby improving the precision of the Speziale and Carpenter, 2007) in this case, the high school students who were
research study. The researcher must be vigilant at all times, aware of his/her own identified to have exceptional challenges in school. They were referred here in
views and the pre-existing beliefs on the study, to learn to set aside his/her own this study as targets and participants of this study.
a-priori knowledge and experiences to fully capture the experiences being told by
the participants with an open mind (Starks and Trinidad, 2007; Taylor, 2012; The targets of this study were three (3) informants; we thoroughly split
Tufford and Newman, 2010). In conducting this qualitative study, we were the informants to know the different challenges faced by the students for the
interested to know how things happened and how individuals interpret their students who faced challenges may be considered at risk in schooling due to the
experiences and how they find meaning to these experiences. effect of the challenges they have in school. Also, we asked them if they knew
other students who somehow experienced difficulties in school and if it would be
In addition, the participants’ own words were used throughout the possible to contact them. We also asked some referrals who could be informants
process of data analysis and phenomenological description. The process of in our study. Thus, to obtain a good quality of qualitative research, we opted to
bracketing employed throughout the course of the study. The method examined get just a considerable number of participants for our research with few
and scrutinized the phenomena through the subjective eyes of the participants, informants first for the in-depth interviews. We believed that this is already a
focusing on subjectivity of reality and continually pointing out the need to considerable number of participants, adequate to provide credible information
understand how humans view themselves and the world around them, and on the and significant results and findings.
process, the researcher set aside his personal experiences and opinion to fully
grasp the experiences of the participants, identifying its essence (Creswell, 2007). Beyond that, we emphasized to them that we might encounter problems
along the way but the outcome of the study would be very relevant in solving the
problem of the challenges faced by the students, which most people are not
aware that the problem existed. We made them understand that their contribution
Role of the Researcher to this study could make a difference in the lives of high school students.

The researchers took this kind of research to capture the important Data Collection
phenomenon of the challenges faced by the high school students in school. Since
this study has a significant meaning for the researchers, conducting this study In the collection of data of the study, we underwent the process namely:
would contribute a great help for every high school student who were facing in-depth interviewing with the study-informants, and note-taking.
 Table 2
Before conducting the actual in-depth interviews with the study Essential Themes and Thematic Statement on Students Experiences in School
participants, we made sure that ethical considerations were properly observe. We
applied the key principles of ethical issues (Bloom and Crabtree, 2006; Bricki and
Major Themes Core
Green, 2007; Kaiser, 2009; Mack et al, 2005) that should be considered in any
Ideas
research study which were consent and confidentiality.
The best experience I have in school is
every time I passed all of my subjects
RESULTS Being Delighted
In enjoy the bond that I have with my
Research Question No 1. What are the experiences of high school students peers.
in school? I failed in a certain subject despite of
doing my best to pass.
In order to generate a comprehensive discussion for the above research Expectation
problem, the following questions were asked during the In-depth interview. What versus Reality
are those good and bad experiences you had in your study? What are the When I enter the classroom, some of my
challenges you faced during your study? What are your considerations in classmates are bullying me.
continuing your study despite of challenges you’ve been through in school? Being
Persecuted
From the data gathered on the experiences of students in their school,
There are times that I go to school with an
five (5) essential themes emerged as seen in the Table 2. These themes aided in
empty pocket.
determining which core ideas to report. The emergent themes are described as
Being
(1) Being Delighted, (2) Expectation versus Reality, (3) Being Persecuted, (4)
Obstructed
Being Obstructed, and (5) Unbounding the Set.
In get affected and lose my focus every
time I witnessed my parents quarreled in
Unbounding the front o me.
Set

Research Question No. 2. What are the coping mechanisms with the
challenges faced in school?

To find out how students coped with the challenges they faced in school, the
following set of queries were asked: How did you overcome the challenges you had
in school? What’s the worst thing you have in mind as you deal with the challenges
in school? In battling your problems in school, what motivates you to keep going?

In foregoing the in-depth interview using the enumerated questions above,

there are three (3) essential themes that emerge based on the thematic statements
of the participants. These data are reflected on Table 3. Thus, the essential themes
that came out were (1) persuading and inspiring oneself in chasing their dreams,
(2) transcending the demand in this test of time, and (3) get a charge out of
obstacles.
Table 3 Students who have been facing Challenges in School
Themes and Core Ideas on How High School Students
Cope with the Challenges they Faced in School Major Core
Themes Ideas
Major Themes Core
Life must go on and don’t forget to pray
Ideas always.
I motivate myself to finish my studies
because this is my way in helping my Guiding Principles Those are just challenging in life; do not
Persuading and Inspiring parents in the future. in Life and Asking lose hope for God is always there to hear
Oneself in Chasing Despite the challenges faced in school, I Divine Providence you and love you.
their Dreams keep in pursuing my studies because I for a Better Future
Always lift your problems to God and ask
want to achieve my dreams in life.
assistance from your family and friends.
I surpass all those challenges by lifting
my problems to God. Be courageous always.
I trust God that He will be with me in
There are problems that cannot be
Transcending the Demand all of the challenges I faced in school. Be Fearless
solve so if you have dreams, you
in this Test of Time I put all my efforts in school and I am shouldn’t give up and make your
determined to finish my studies. problems serve as your inspiration.

Get a Charge Out of I don’t take my problems seriously instead I

just laugh and enjoy my life. Summary
Obstacles
From the result of the study, from the responses in-depth interview
informants and participants, the following issues are identified.
Research Question No. 3. What are the insights of the high school students
can share to other high school students? On issues related to what are experiences students dealt in school, there
were five major themes appeared namely: being delighted, expectation versus
reality, being persecuted, being obstructed and unbounding the set. The general
The following questions were asked during the in-depth to find out the responses of the participants that are being delighted by their experiences even
realizations and learning of participants as well as the tips they could share to though they struggled, they still feel happy with the things they’ve done and shared
other students: What can you say about the experiences you had in school? What among their classmates and friends; particularly when they passed their subjects
advice can you give to the students like you whose dealing with the challenges in and the bond they had with their classmates are truly worthy to be treasured.
school?

From the data collected on the insights of the study participants, two However, it also shows that the high school students went through
major themes emerged as presented in Table 4. These themes aided in different faces of struggles, specifically they felt being persecuted in a way that they
determining which core ideas to report. The emergent themes are described as are being bullied by their classmates inside their classroom. It shows how bullying
(1) guiding principles in life and asking divine providence for a better future and really affects one’s life especially the emotional aspect of the student. Thus, this
(2) be fearless. experience was considered as bad experience based from the statement of the
respondent.
Table 4
Themes and Core Ideas on Insights Worthy of Sharing to the
 Likewise, students experienced disappointments as well. This happened DISCUSSION
when they expected to pass a certain subject for, they thought that they really gave
all of their efforts with all the resources available, however, it turns out the other The use of phenomenological qualitative approach is quite ideal in
way and they still failed. surfacing sensitive issues such as experiences of high school students in school.
It is in the framework of reference that three for in-depth interviews were chosen
Similarly, they also felt they are being obstructed. Based on their stories, as participants. All of them are currently enrolled public schools of Sarangani
they shared that they get affected with the socio-economic status of their families, Province. The participants are enrolled in different secondary levels, from junior
as to prove this, one respondent shared that it is hard for her to go school and high school to senior high school.
provide projects that includes money since on a regular basis, she goes to school
with an empty pocket. Related to this also, the in-depth interview from the Based on the results of the study it is hoped that untold stories of high
participants shows that they are also having hard times when at home, they school students would be revealed where attempts to identify the commonalities
witnessed their parents quarreling in front of them, this is particularly from one of of these different theories would be established so that new learning or insights
the respondents where she stated that if her parents won’t stop arguing with each extracted would benefit those who are also experiencing different faces of
other, she might dropped from school since she can’t focus for her thoughts are struggles during their high school years. On the different experiences faced by
occupied on why her parents are arguing and it badly hurts her deep within. the high school students their varied stories showed five themes, to emerge.
These five themes that emerged were related to being delighted, expectation
Meanwhile, on the issues related to how students coped with the challenges versus reality, being persecuted, being obstructed and unbounding the set.
they face in school. There were three (3) major themes appeared namely:
persuading and inspiring oneself in chasing their dreams, transcending the demand Experiences of High School Students in School
in this test of time, and get a charge out of obstacles. There are variant numbers
revealed that challenges in life especially in school is common and normal, you just Being Delighted. Results of the study revealed that the most dominant
have to continue life reaching your dreams while enjoying it. experiences as told by the participants were particularly related to them being
delighted with the experiences they had in their school. These experiences tend
Also, inspiring and persuading oneself to do better in chasing their dreams to happen as stated by Groves (2010) that during high school years, student get
was one of the coping mechanisms shared by the respondents. According to them, good learning experiences, the self-confidence and the will to do the best. This
one way to survive challenges is to persistently inspire and persuade yourself that was evident to the story as told by Crystal when she stated that it the best part as
you have dreams; and such fact must be enough to serve as motivation to do better a student was to passed all the subjects and when she was promoted to the next
and to keep going. level every new school year.

Moreover, despite of their young minds, they shared that they coped up Moreover, stories of being delighted by the high school students were
with challenges because they ask for Divine providence. That, in struggling times, more related to the bond they had with their classmates and friends. The story
you need to raise your anxieties and problems through prayer. Thus, one must trust told by Diamond that in school, there were lots of experiences you’re going
the Almighty One that they will never forsake nor forgotten that all their problems through but what’s the best is when it was done with your best of friends. Ferrer
will be solved if you just pray for it. Likewise, they shared that they don’t take their and Fugate (2002) in their University of Florida article “The Importance of
problems too seriously, instead to make it lighter, they’ll just along with it and keep Friendship for School-Age Children” say close friends are vital to school-age
going. An innocent way of how young ones, overcomes their struggles. children’s healthy development. Friendships are not just playmates — they help
children learn social skills, such as how to communicate, cooperate and solve
Lastly, on the issues related to core ideas on insights worthy of sharing to problems. They practice controlling their emotions and responding to the
the students who have been facing challenges in school, there were two major emotions of others. They develop the ability to think through and negotiate
themes namely: guiding principles in life and asking divine providence for a better different situations that arise in their relationships.
future, and be fearless. The participants optimistically responded that challenges
are part of our lives and you don’t have other options but to get over with it. Also, Expectation versus Reality. This was the second major theme of the
they stated that whatever challenges faced along the journey, one must remember stories told by the participants of the study concerning their experiences as high
that life must go on; and don’t just give up easily, however, be bolder enough to school students. Expectation is a belief that something will happen or it is a kind
reach your dreams and make it up in the future. of feeling of our beliefs how good, successful…. etc. will be but reality is
something that is real. In fact, as Scott (2020) stated that our expectations can and the victims when the victim is unable to defend against bullying behavior (Al-
create significant stress when they don't match up to reality. Ali and Shattnawi, 2018).

Let’s flash back to the stories told by Diamond with a sad voice of her Let’s reminisce the story shared by Crystal: “The bad experienced I have
experience of sad moments when her expectations were different from the reality: been when every time I entered the classroom every morning… I was being
I received a failing grade despite of my hardships to pass. bullied.” Bullying in schools is a widespread problem around the world, and no
community is immune from this problem, despite the anti-bullying initiatives that
This is one sad reality when a student personally thought he gave his implemented almost everywhere. Research on bullying has provided rigger
best with all his available resources juts to pass however he failed. However, as evidence about the nature of bullying, the factors contributing to bullying, the
Patton (2015) stated that when that happens, one thing becomes clear: Their characteristics of a bully and the victim, the physical, social, mental and academic
feelings about the quality of their work often don’t match the reality of their consequences of bullying. Research also suggested many practical strategies
performance. Instead of seeing their grades as a reflection of how well they that help in preventing and reducing the incidence of bullying in schools. Effective
interpreted or executed their assignments, some students will come to a different prevention bullying programs must define bullying in a clear way to the community
conclusion: The assignment was too difficult. Or my teacher doesn’t get me. And and include as its core team, students, school staff, parents and other community
that is how students build their expectations and get hurt when it turns out to be members. In order to have a safe environment for students to learn, and to grow
the other way. up, students must learn how to communicate with each other, resolve conflicts
effectively, and learn how to be empathetic to others (Al-Ali and Shattnawi, 2018).
However, to learn, student needs to do something, Gonzalez (2018).
Indeed, teacher’s role is to teach what is duly right and as a student, you need to Being Obstructed. This was the fourth major theme that was highlighted
fulfill what is being tasked. Viewing this positively, teachers always wanted their from the stories told by the high school students concerning their experiences at
students to learn what is best and the things that must be learned. Nevertheless, school. The story shared by Pearl the problem hindering her studies is the
Diamond shared that in order for her to pass she accomplished something else financial aspect at home and projects in school that cannot be attained most of
to fulfill her lapses. the time for she has numbers of siblings. Similarly, to the story shared by Crystal:
“my problem in my study is my allowance. There are times that I’ve gone to school
Being Persecuted. This was the third major theme of the stories told by without money.” The most common experienced of students who belong in
the participants of the study concerning their experiences as high school marginalized families but not seen as hindrance in pursuing a child’s dream.
students. They particularly felt that they are being persecuted when they
experienced to be bullied inside the school premises. “The impact of poverty on a child’s academic achievement is significant
and starts early,” (Taylor, 2017). “Young children growing up in poverty face
We are not unknown to this fact that bullying is a significant problem in challenges with cognitive and literary ability and begin school both academically
every school and is one of the most common antisocial behaviors among and socioeconomically behind their peers from higher-income backgrounds.”
adolescents and children. As a matter of fact, according to the consolidated report Beyond education-related deficiencies, low-income children can experience
of Department of Education (Dep Ed), bullying cases on elementary and high inadequacies with physical and cognitive development and disparities regarding
school of both private and public schools on 2014 rose by 21% or a total of 6,363 access to healthcare and to key resources that help ensure success.
cases, compare with the 5,236 on 2013. This translates to 31 daily bullying cases Unbounding the Set. It is normal for parents to argue, but the way these
from a divisor of 201 school days. disagreements affect children varies greatly. Fighting and arguing is a part and
parcel of married life – there’s no way around it! From parenting styles to division
Bullying has been defined by many scholars and organizations of work at home, a couple will most likely fight about all things big and small. But
differently. The classical definition is first proposed by Olweus as “intentional and these fights can turn nasty with no warning – and having a child witness it is
repeated acts that occur through physical, verbal, and relational forms in dangerous as it can impact him in negative ways.
situations where a power difference is present.” Olweus states that “A student is
being bullied when he or she is repeatedly exposed and over time, to negative Furthermore, the effects of parents fighting in front of children can be
actions on the part of one or more students.” The negative action is “One that disastrous. On seeing their parents fighting and arguing, children start to believe
intentionally inflicts, or attempts to inflict, injury or discomfort on another.” Thus, that this is the way to solve problems. Thus, they try to resolve their issues in the
bullying is likely to occur when there are differences in power between the bully same way with everyone. Also, parents physically fighting in front of the child can
cause immense emotional distress. Witnessing regular fights between parents who belong in marginal families were affected by the economic status of their
can trigger negative emotions among children. This leads to insecurity in them. parents. As the story shared by Crystal: “my problem in my study is my allowance.
As a result of this insecurity, children may suffer from several psychological There are times that I’ve gone to school without money.” Beyond education-
problems like anxiety and depression. Above all, the constant fights between related deficiencies, low-income children can experience inadequacies with
parents can keep the child’s mind pre-occupied. He may keep on thinking about physical and cognitive development and disparities regarding access to
it and may be unable to concentrate on anything else (Arora, 2019). healthcare and to key resources that help ensure success (Taylor, 2017).

Pearl shared the part of her story on why there are times she was Lastly, analysis of ideas disclosed that the high school students were
unfocused of her study, with a low and sad voice, she said “Every time my parents affected by their experiences at home, particularly when their parents quarreled
are quarrelling, I’m thinking of not going to school anymore if they’ll won’t stop in front of them. The constant fights between parents can keep the child’s mind
fighting in front of me.” Also, Diamond went through the same experience, she pre-occupied. He may keep on thinking about it and may be unable to concentrate
shared that every time her parents are quarrelling, she can’t concentrate on her on anything else (Arora, 2019).
studies because even at school her parents filled her thoughts. Thus, parents
must understand how their fighting can affect their children’s well-being, world- For the research questions: “How do high school students cope up in
views and personality; this is why they must ensure that all fighting and arguing dealing with the challenges in school?” Stories gathered from the responses of
in front of children is done in a manner that does not affect them adversely (Arora, participants during the in-depth interview revealed three major themes, i.e.
2019). Persuading and Inspiring Oneself in Chasing their Dreams, Transcending the
Demand in this Test of Time; and Get a Charge Out of Obstacles. There were
Analysis of the ideas, revealed that high school students has lots of seven (7) core ideas which branched out to better describe what the main themes
things to happily look forward during their high school years. Being delighted the are about.
moment they passed their subjects and to get promoted by the next school year
and sharing good bonding moments with their classmates These experiences Coping with the Challenges Faced in School
tend to happen as stated by Groves (2010) that during high school years, student
get good learning experiences, the self-confidence and the will to do the best. Persuading and Inspiring Oneself in Chasing their Dreams. This was the
first major theme built around core ideas as being taken from the stories told by
Also, analysis of the issues shared revealed that students experienced the high school students. That, in order for them to cope with the challenges they
to sad and disappointed moments in their high school years when they didn’t meet encountered at school they have to motivate themselves; despite the challenges
their expectations. However, as Patton (2017) stated that when that happens, one in faced in school they must persuade and inspire themselves in reaching their
thing becomes clear: Their feelings about the quality of their work often don’t dreams.
match the reality of their performance. However, to learn, student needs to do
something, Gonzalez (2018).
A dream, a vision, a goal, a desire, these are all things most of us know
In addition, analysis of the issues shared discovered that high school we need when we are working towards success (Brown, 2012). One of the
students particularly felt that they are being persecuted when they experienced amazing things we have been given as humans is the unquenchable desire to
to be bullied inside the school premises. Bullying is the strong preying upon the have dreams of a better life, and the ability to establish goals to live out those
weak. It can be a physical advantage or a social advantage. It can be one student dreams. Think of it: We can look deep within our hearts and dream of a better
or many. It often takes the form of threats, intimidation, repeated cruelty, and/or situation for ourselves and our families; But what makes this even more powerful
forcing someone against his or her will to do what the bully wants (Linsin, 2011). is that we have also been given the ability to not only dream but to pursue those
Also, Victims of bullies also suffer from low self-esteem, though their dreams, and not only to pursue them, but the cognitive ability to actually lay out
presentations tend to be introversion, meekness, and social ineptness. Again, a plan and strategies to achieve those dreams.
teachers cannot teach assertiveness or self-confidence, but they can recognize
potential target and take extra steps to protect them and praise their Transcending the Demand in this Test of Time. This was the second
accomplishments (Daily, 2018). major theme built around core ideas as being taken from the stories told by the
high school students. That, one of their coping mechanisms is to raise all the
Moreover, analysis of the ideas showed that the high school students anxieties, problems, struggles through prayers for it will give you the motivation
and will to cope with everything’s placed on your plate. lasting beliefs" - the things most important to you in life - which can determine or
strongly influence your overall attitude about life (DeMesa, 2019).
This was true in the experience of Pearl, she shared that she surpassed
all the challenges because she kept praying for guidance to all of her problems. Pearl shared with a smile in her face the insights that she wants to share
She trusts the Almighty One that she can overcome all the challenges. It implies with other high school students it that: “all I can say is live life and always
that during her hard times, she’ll raised her prayers and by lifting her problems to remember, don’t forget to pray.” She added that, “it’s a better way to hope than
Thee. despair. Hope is a way better than discouragement. Remember that there’s the
one who’s bigger than anyone and anything else in this world. Face the
Get a Charge Out of Obstacles. This was the last major theme found challenges, for it will not be given to you if you cannot surpass it. Also, Crystal
after analyzing the stories told by the how school students in coping up with the shared her insights by saying these words: “I will be bolder now because I had
challenges faced in school. overcome all the trials through praying and support from my family.”

Crystal in an enthusiastic voice share she cope up with the challenges Be Fearless. This is the second major theme, taken from the stories told
in school that: “I laugh instead of taking problems seriously.” This is how by the study respondents when asked during the in-depth interview or the
innocently young individual cope up with the different struggles in life. Indeed, questions what insights they could share with other high school students.
many people agonize over even the smallest decisions. They worry about daily
interactions with people and the impressions they are making on others. The definition of fearless according to Merriam-Webster is quite simply
Sometimes seriousness happens when we see everything as evidence of our "free from fear; brave". Some synonyms of fearless are bold, courageous, gallant,
abilities, values, ethics. When in doubt, question if you’re trying to prove yourself. gutsy, heroic, stout, undaunted, and valiant. Being fearless is not the absence of
Everyone has responsibilities and goals to achieve. There are probably countless fear but the ability to withstand it. Life represents fear. We encounter it in our daily
things you must do and so many people depending on you. Seriousness should lives. Fear is like a maze, impossible to escape. Your life is a struggle to conquer
be there as per the weight of the situation. You are the best judge to decide the fear.
weight of every problem or obstacle you have to overcome (Oppong, 2019).
Diamond shares her experience reflecting on those events that
Generally, it emerged from the stories told that there were three major happened in her school as a high school student. “There are problems that cannot
themes from the research questions “How do high school students cope up in be solve so if you have dreams, you shouldn’t give up and make your problems
dealing with the challenges in school?” These were Persuading and Inspiring serve as your inspiration.” She also added that “be courageous always.”
Oneself in Chasing their Dreams, Transcending the Demand in this Test of Time; Fearlessness is about getting up one more time than we fall down. The more
and Get a Charge Out of Obstacles. comfortable we are with the possibility of falling down, the less worried we are of
what people will think if and when we do, the less judgmental of ourselves we are
Insights of The Students Can Share with Other High School Students every time we make a mistake, the more fearless we will be, and the easier our
journey will become (Huffington, 2016).
Stories gathered from the responses of participants during the in-depth
interview revealed two (2) major themes which were namely: Guiding Principles Implications to Practice
in Life and Asking Divine Providence for a Better Future, and Be Fearless. there
were five (5) core ideas that branched out which were reflected on the stories told Based on the findings, the following implications for practice are
as they experienced being high school students. offered.

Guiding Principles in Life and Asking Divine Providence for a Better On the experiences of the high school students in school, there were five major
Future. This was the first major theme that appeared to describe what insights themes generated which were being delighted, expectation versus reality, being
high school students can share with other high school students. persecuted, being obstructed and unbounding the set. These results imply that
high school students could encounter different challenges and experiences.
Guiding Principles are fundamental ways you commit to "act" in your life.
Along with your values, they can determine who you are and how happy you will On the experiences of high school students as to Being Delighted.
be. Thus, it’s essential to know your values. Values are essentially "important and Results of the study revealed that the most dominant experiences as told by the
participants were particularly related to them being delighted with the experiences that their actions to has an impact to one another. Thus, good actions are happily
they had in their school. These experiences tend to happen as stated by Groves treasured while in contrary, bad actions causes depression and anxiety more than
(2010) that during high school years, student get good learning experiences, the they thought it could be.
self-confidence and the will to do the best.
Being Obstructed. One of most common experiences of students who
Thus, it shows that student may expect that, in school, there are lots of belong in marginalized families are getting affected with the economic status of
experiences that may bring happiness to them. This was evident to the story as their parents; at the young age, students already differentiate and label
told by Crystal when she stated that it the best part as a student was to passed themselves since there are times they go to school with empty pocket. This was
all the subjects and when she was promoted to the next level every new school proven as Crystal shared her experience at school that “my problem in my study
year. is my allowance. There are times that I’ve gone to school without money.” A sad
reality that isn’t a new thing in our country. Thus, Taylor (2017) stated that “Young
On Expectation versus Reality. The results of the study imply also that children growing up in poverty face challenges with cognitive and literary ability
high school students experienced disappointments. This is one sad reality when and begin school both academically and socioeconomically behind their peers
a student personally thought he gave his best with all his available resources juts from higher-income backgrounds.” Beyond education-related deficiencies, low-
to pass however he failed. However, as Patton (2017) stated that when that income children can experience inadequacies with physical and cognitive
happens, one thing becomes clear: Their feelings about the quality of their work development and disparities regarding access to healthcare and to key resources
often don’t match the reality of their performance. Instead of seeing their grades that help ensure success.
as a reflection of how well they interpreted or executed their assignments, some
students will come to a different conclusion: The assignment was too difficult. Or Added to that, despite the poverty students are experiencing, may the
my teacher doesn’t get me. And that is how students build their expectations and student be reminded that they are lucky enough to be at school that they may still
get hurt when it turns out to be the other way. In fact, as Scott (2020) stated that keep going despite going to school empty handed because all these sacrifices
our expectations can create significant stress when they don't match up to reality. are be at worth when they reached their dreams. May they don’t give up or drop
However, to learn, student needs to do something, Gonzalez (2018). school because they feel less; may this be a reminder to every student that these
are parts of their journey towards success.
In line with this, this implies that students may set their expectations not
too high to avoid disappointments. This may also remind themselves that their Unbounding the Set. The result shows that high school students
teachers have basis on giving them grades, that there are no teachers who experienced being affected when their parents quarreled. As Arora (2019) stated
wishes their student to fail. that the effects of parents fighting in front of children can be disastrous. On seeing
their parents fighting and arguing, children start to believe that this is the way to
On Being Persecuted. They particularly felt that they are being solve problems. This leads to insecurity in them. As a result of this insecurity,
persecuted when they experienced to be bullied inside the school premises. As children may suffer from several psychological problems like anxiety and
the story shared by Crystal that, “The bad experienced I have been when every depression. Above all, the constant fights between parents can keep the child’s
time I entered the classroom every morning… I was being bullied.” However, we mind pre-occupied. He may keep on thinking about it and may be unable to
are not unknown to the fact bullying has put oneself in a difficult stage of his life. concentrate on anything else. This was evident when Pearl shared her
This was evident as Barrington (2018) stated that the effects of bullying extend experience that when her parents quarreled in front of her, she thought that of
far beyond the academic scope. Students who are repeatedly bullied may dropping at school if they won’t stop.
experience physical symptoms like stomach pains, headaches, and trouble
sleeping. These side effects may pair with anxiety about going to school or Be that as it may, a reminder particularly to parents that their actions at
participating in class which only leads to further loss of interest and reduced home are being absorb by their children, thus, it they argue in front of their child,
academic performance. Students who are bullied often exhibit low self- the child brings that to school. It affects them, in a sense that, they are occupied
confidence, frequently experiencing depression, suicidal thoughts, and even by the thoughts on why their parents argue, and as matter of fact, it hurts them
violent outbreaks. deep within that dropping from school would be an option already. May this also
remind students, that if their parents argue, dropping out is not the option rather
Correspondingly, students may understand that bullying is not a joke talk to your parents on how you get affected by the situation.
and it really does affect how a person think and act. Through this, may they realize
 On how do high school students cope up in dealing with the challenges Be Fearless. They learned from their weakest point and they become
in school, there were three major themes generated namely persuading and courageous. It implies that with the experiences they faced at school, it taught
inspiring oneself in chasing their dreams, transcending the demand in this test of them to be bolder and stronger when problems arise in their lives. Fearlessness
time; and get a charge out of obstacles. is about getting up one more time than we fall down. The more comfortable we
are with the possibility of falling down, the less worried we are of what people will
On persuading and inspiring oneself in chasing their dream. These ideas think if and when we do, the less judgmental of ourselves we are every time we
actually described how the participants cope up with the challenges experienced make a mistake, the more fearless we will be, and the easier our journey will
at school. That, in order for them to cope with the challenges they encountered become (Huffington, 2016). These insights are worth sharing to other high school
at school they may motivate themselves; despite the challenges faced in school students. May the students be courageous enough in surviving challenges; and
they may persuade and inspire themselves in reaching their dreams. As Brown may they be determined to chase their dreams in life.
(2012) stated that a dream, a vision, a goal, a desire, these are all things most of
us know we need when we are working towards success (Brown, 2012). Thus, Implications for Future Research
high school students proved that for them to surpass challenges, they may
persistently persuade and inspire oneself. In as much as this study is limited to the public schools of Sarangani
Province, the following future research are recommended.
On transcending the demand in this test of time. The result shows that
the high school students cope with the challenges face in school as they may Since the findings of this study are not generalizable beyond the twenty
raise all the anxieties, problems, struggles through prayers for it will give them the (20) participants, future research may be conducted on the high school students
motivation and the will to cope with everything’s placed on your plate. which included their experiences, as high school students, how they cope with
the challenges to overcome struggles faced in school and the insights they could
On get a charge out of obstacles. The result also revealed that the share to other high school students with another group of participants in order to
participants shows that upon coping up with challenges they don’t take things strengthen and validate the findings of this study.
seriously. It implies that this is how innocently young individual cope up with the
different struggles in life. Indeed, many people agonize over even the smallest Second, future research may be conducted on the untold experiences
decisions. Thus, Oppong (2019) stated that there are probably countless things of high school students in other part of Region XII and other regions to add to the
you must do and so many people depending on you. May the seriousness be research base and gather more information and insights for unveiling the untold
there as per the weight of the situation. You are the best judge to decide the stories of high school students.
weight of every problem or obstacle you have to overcome.
Third, future research may be done by conducting a re-interview with
On what insights of the students can share with other high school some of the participants to find out if their views and insights on the experiences
students, there were two majors’ themes that were generated namely: guiding have not changed over time.
principles in life and asking divine providence for a better future, and be fearless.
Fourth, future research may be investigated whether the experiences of
On guiding principles in life and asking divine providence for a better high school students actually portray characteristics of academically high school
future, they learned from their experiences and gain insights to overcome achievers.
challenge and work for a better future. This implies that in or order for them to
succeed they may have a guiding principle in life and in times of doubt ask for The findings of this study were viewed from the lens of the high school
divine providence. This was evident with the stories shared by the participant; students. Further research may be conducted to determine parents’ and school
Pearl shared with a smile in her face the insights that she wants to share with administrators’ views and insights on the experiences of high school students in
other high school students is that: “all I can say is live life and always remember, school to confirm the findings of this study.
don’t forget to pray.” She added that, “it’s a better way to hope than despair.”
Hope is a way better than discouragement. May they remember that there’s One Concluding Remarks
who’s bigger than anyone and anything else in this world. May they face the
challenges, for it will not be given to if you cannot surpass it. From the results of the study, we can say that high school students are
exposed to different challenges in school; it also shows the different factors
affecting their academic performance. They tend to feel being delighted, Achievement, p47-58.
disappointed with their expectation versus reality, being persecuted, being Ayliff, D., & Wang, G. (2006). Experiences of Chinese international
obstructed and unbounding the set. That, in anyone’s journey to finish high school students learning English at South African tertiary institutions. South
degree, it is just normal that if one is a learner, he has to experience joy and
African Journal of Higher Education, 20(3), 25-37.
sadness, satisfaction and dissatisfaction; and pain and pleasure.

From the findings of the study, we have seen how the experiences of Bashir A. H. H.,Yousif S. M, Mahmoud M. O. A.(2008). Clinicoepidemiological
high school students affected their journey at school. Students who belong to study in Sudanese patients: Prevalence and effect of eradicative
marginalized family, experience difficulties at school for they get affected with the triple therapy on extra digestive Helicobacter pylori skin
socio-economic status of their parents. Also, they experienced disappointments manifestations. Department of Dermatology and Venereology, Al
by not meeting their expectations. However, the investigation on the experiences
of high school students helped us conclude that each one has to pass varied Jawda Medical Centre, University of Juba, Khartoum, Sudan. Clinical
experiences but would let them want to live a purpose driven life, reach their Reviews and Opinions 3(2), 14-19. Retrieved September 19,
dreams and to have a better future. 2015 from
www.academicjournals.org/article/article1379666798_Bashir.pdf
Based on the findings of the study, we can claim that the way high school
students overcome their challenges faced at school is the best attribute they may
Bean, J. P. (1980). Dropouts and turnover: The synthesis and test of a causal
have to be academically good at school. We are not new to the fact that
challenges come in many forms in different journey we have in life. However, this model of student attrition. Research in higher education, 12(2), 155-
study shows that even how young high school students are, they have their own 187
coping mechanisms and insights which enables them to keep going in chasing
their dreams. Bewick, B., Koutsopoulou, G., Miles, J., Slaa, E., & Barkham, M. (2010).
Changes in undergraduate students’ psychological well‐being as they
We reflect on insight shared by a high school student: “Despite the
challenges faced in school, I keep in pursuing my studies because I want to progress through university. Studies in Higher Education, 35(6), 633-
achieve my dreams in life.” This line is a beautiful reminder not just for high school 645.
students who are facing through times but to everyone who’s chasing their
dreams. Challenges are part of one’s journey in life. We reflected that, during the Bloom, B. & Crabtree, B. (2015). Making sense of qualitative research: the
present time, there are bigger struggles coming in our way as we battle the
qualitative research interview. Blackwell Publishing Ltd.
everyday of our life. May this study be an instrument and serve as a wakeup call
to parents, high school students, as well as the teachers that they are the factors Braxton, J. M., Shaw Sullivan, A. V., & Johnson, R. M. (1997). Appraising
affecting the journey towards success of the students. Tinto' theory of college student departure. HIGHER EDUCATION-
NEW YORK-AGATHON PRESS INCORPORATED-, 12, 107-164.
Completing this dissertation has changed the way we view the world. It Bricki, N. & Green, J. (2007). A guide to using qualitative research methodology.
has provided us the confidence, optimism, knowledge and skills required to Medecins Sans Frontieres. Retrieved January 15, 2014 from
support high school students in their journey of chasing their dreams. http://fieldresearch.msf.org/msf/handle/10144/84230
Christie, N. G., & Dinham, S. M. (1991). Institutional and external influences
REFERENCES
on social integration in the freshman year. The Journal of Higher
Education, 62(4), 412-436.
Albashtawi, A. H. (2014). Students’ Perspectives for the Encountered Problems
Cook, P. J., & Ludwig, J. (1997). Weighing the “burden of ‘acting white’”: Are
and Challenges at the Department of English in the College of Science
there race differences in attitudes toward education? Journal of Policy
and Arts in Aqurayyat. Int. J. Educ. Res, 2(2), 1-8.
Analysis and Management: The Journal of the Association for Public
Policy Analysis and Management, 16(2), 256-278.
Al-Ali, N. M., & Shattnawi, K. K. (2018). Bullying in school. Health and Academic
Creswell, J. W. (2006). Qualitative inquiry & research design. Sage Publications. & Stitt, E. H. (2005). Tunable gold catalysts for selective
Thousand Oaks: London. Retrieved June 5, 2015 from hydrocarbon oxidation under mild conditions. Nature, 437(7062),1132-
www.sagepub.com/creswellqi3e/study/chapter.htm 1135.
Creswell, J.W. (2012). Qualitative, quantitative, mixed method and approaches, Insites (2007). Sexual orientation and suicide risk in the philippines: evidence
research design. University of Nebraska, Lincoln. SAGE. Retrieved July from a nationally representative sample of young filipino
6, 2015 from www. researchgate.net/file. men.Retrieved August 9, 2015 from
PostFileLoader.html?id=55eb95f16 307d984de b458& http://www.academia.edu/4212787/Sexual_Orientation_and_Suicide_
ssetKey=AS%3A273846907670528%40144230159857 Ris
De Wet, C. (2010). The reasons for and the impact of principal-on-teacher _in_te_Philippines_Evidence_from_a_Nationally_Representative_Sam
bullying on the victims’ private and professional lives.Teaching and ple_of Young Filipino_Men_2013_pdf
Teacher Education, 26(7):1450-1459. Retrieved June 16, 2014 from Jama, M. P., Mapesela, M. L., & Beylefeld, A. A. (2008). Theoretical
http://www.researchgate.net/publication/232398719_The_reasons_for_ perspectives on factors affecting the academic performance of students.
and_the_impact_of_principalonteacher_bullying_on_the_victims_private South African Journal of Higher Education, 22(5), 992-1005.
_and_professional_lives Lefevre, J., Philippaerts, R., Delvaux, K., Thomis, M., Claessens, A. L., Lysens,
Eaton, S. B., & Bean, J. P. (1995). An approach/avoidance behavioral model R., Beunen, G. (2002). Relation between cardiovascular risk factors at
of college student attrition. Research in higher education, 36(6), 617-645. adult age, and physical activity during youth and adulthood: the Leuven
Ferrer M. & Fugate A (2002). Department of Family, Youth and Community Longitudinal Study on Lifestyle, Fitness and Health. International journal
Sciences, UF/IFAS Estension, Gainesville FL 32611. Retrieved June of sports medicine, 23(S1), 32-38.
2014 from http://edis.ifas.ufl.edu/ Kvale, S. & Brinkmann, S. (2009). Interviews (2nd Edition): learning the craft of
Ganal, N. N., & Guiab, M. R. (2014). Problems and Difficulties Encountered qualitative research interviewing. Sage Publications, Thousand Oaks:
By Students Towards Mastering Learning Competencies in Mathematics. CA. Retrieved July 7, 2014 from http://www.amazon.co.uk/InterViews-
Researchers World, 5(4), 25. Learning-Qualitative-Research-Interviewing/dp/0761925422
Giorgi, A. (2009). The descriptive phenomenological method in psychology: a Lamanauskas, V., Augiene, D., & Makarskaite-Petkeviciene, R. (2012).
modified Husserlian approach. Pittsburgh, PA: Duquesne University Problems of University Education in Lithuania: Student Point of View.
Press. Retrieved November 10, 2014 from http://www.amazon.com/The- International Education Studies, 5(4), 196-211.
Descriptive-Phenomenological-Method-Psychology/dp/0820704180 Levine, M. (2016). Overloaded and Underprepared Strategies for Stronger
Gonzales, J. (2018). Cult of Pedagogy: To Learn, Students Need to DO Schools ang Healthy, Successful Kids: Challenge Success Journal from
Something from https://www.cultofpedagogy.com https://www.challengesuccess.org/story/hope-is-on-the-way/
Griffiths, E. W., & Mcleod, H. (2008). The enlightened eye: qualitative inquiry and Mack, R. A. (2010). The time trap: How to get more done in less time. New York:
the enhancement of educational practice. Upper Saddle River, NJ: McGraw-Hill Books Company.
Merrill. Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or
Groves, R., & Welsh, B. (2010). The high school experience: What students say. reality? University students’ use of digital technologies. Computers
Issues in Educational Research, 20(2), 87-104. & education, 56(2), 429-440.
Hancock, B., Ockleford, E., & Windridge, K. (2009). An introduction to qualitative Maree, L. R., & Van der Westhuizen, R. (2013). Compliance-gaining and
research.National Institute for Health Research. Retrieved June 3, 2014 power in persuasion. Communication Yearbook 7. Beverly Hills:
fromhttp://www.rds-yh.nihr.ac.uk/wp Sage Publications, 105
content/uploads/2013/05/5_Introduction-to-qualitative-research-
2009.pdf McCubbin, I. (2003). An examination of criticisms made of Tinto’s 1975 student
Hughes, M. D., Xu, Y. J., Jenkins, P., McMorn, P., Landon, P., Enache, D. I., ... integration model of attrition. Retrieved July, 2, 2008.
My Peer Toolkit (2010). Learning by doing: a handbook for professional learning achievement. Journal of educational psychology, 104(3), 700.
communities at work (2nd ed.). Bloomington, IN: Solution Tree Press. Scott, E. (2020). Very Well Mind: The Expectations vs. Reality Trap, Dot dash
Publications. Retrieved March 19, 2020 from
Namey, G., Guest, G., Thairu, L. & Johnson, L. (2007). Data reduction techniques https://www.verywellmind.com/expectation-vs-reality-trap-457098
for large qualitative data sets. Retrieved May 28, 2014 from Sigala, M., Christou, E., Petruzzellis, L., D' Uggento, A. M., &
www.stanford.edu/~thairu/07_184.Guest.1sts.pdf Romanazzi, S. (2006). Student satisfaction and quality of service in Italian
Nazareth, F. (2018) What Are the Challenges You Face as A Student and How universities. Managing Service Quality: An International Journal.
to Overcome Them. Retrieved October 19, 2018 from Sitko, M. (2013). An experimental study of the effects of cooperation and
https://www.alignthoughts.com/what-are-the-challenges-you-face-as-a- competition upon group processes. Human Relations, 2, 199-231.
student-and-how-to-overcome-them/ Speziale, H. J. S., & Carpenter, D. R. (2007). Qualitative research in nursing:
Ottmann, J. (2017). Canada’s Indigenous peoples’ access to post-secondary Advancing the humanistic imperative (4th ed.). Philadelphia: Lippincott
education: The spirit of the ‘New Buffalo’. In Indigenous pathways, Williams & Wilkins. Retrieved January 3, 2014 from
transitions and participation in Higher Education (pp. 95-117). Springer, http://www.amazon.com/Qualitative-Research-Nursing-Humanistic-
Singapore. Imperative/dp/0781796008
Patton, S. (2015). A service of The Chronicle of Higher Education, 1255 Twenty- Starks, H. & Trinidad, S. B. (2007). Choose your method: a comparison of
Third St, N.W. Washington, D.C. from https://chroniclevitae.com/ phenomenology, discourse analysis, and grounded theory. Qualitative
Paul, K. (2006). Analyzing qualitative data. In Qualitative Analysis Handout (97- Health Research. Retrieved January 5, 2014 from
153). Retrieved April 14, 2014 from http://www.tree4health.org/distancelearning/sites/www.tree4health.org.d
http://www.scribd.com/doc/187185840/Qualitative-Analysis-Handout istancelearning/files/readings/Starks_Trinidad_choosing_qual_approach
_article.pdf
Penner, J.L. & McClement, S.E. (2008). Using phenomenology to examine the Suter, N. (2012). Introduction to educational research: a critical thinking
experiences of family caregivers of patients with advanced approach, 2nd Ed. Sage Publications, Inc. Retrieved June 4, 2014
head and neck cancer: reflections of a novice researcher. University from http://www.sagepub.com/books/Book235696/toc
of Manitoba Winnipeg, Manitoba, Canada. Open Access Swiger, R. (2012). The Exponent Telegram. The Clarksburg Publishing Co.
article. Retrieved July 9, 2015 Retrieved November 26, 2012 from www.wvnews.com/theet/lifestyles/
fromhttp://creativecommons.org/licenses/by/2.0. young_minds/my-life-as-a-senior-in-high-school/article_79743842-3835-
11e2-b12a-0019bb2963f4
Pitt, B., Remme, W., Zannad, F., Neaton, J., Martinez, F., Roniker, B., ... & Taylor, K. (2017). Insight into Diversity: Poverty’s Long-Lasting Effects on
Gatlin, M. (2003). Eplerenone, a selective aldosterone blocker, in Students’ Education and Success Retrieved May 30, 2017 from
patients with left ventricular dysfunction after myocardial infarction. https://www.insightintodiversity.com/povertys-long-lasting-effects-on-
New England Journal of Medicine, 348(14), 1309-1321. students-education-and-success/
Tufford, L. & Newman, P. (2010). Bracketing in qualitative research. Sage
Publications. Retrieved February 28, 2014 from
Ramsey, C.J. (2010). Teacher’s experiences with student bullying in five rural
http://www.unc.edu/~rclemens/Proposal.CLEMENS.DRAFT.2014.10.21.
middle schools. Unpublished dissertation, Western Carolina University,
pdf
Cullowhee, NC. Retrieved October 15, 2014 from http:
Zeichner, K. M. (1993). Educating teachers for cultural diversity. East Lansing,
www.ramseycasestudyonstudentbullying.pdf
MI: National Center for Research on Teacher Learning, Michigan State
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012).
University.
Classroom emotional climate, student engagement, and academic
Zhang, Y. & Wildemuth, B. (2007). Qualitative analysis of content. Thousand NAVIGATING THE LIFE OF STUDENTS WITH BROKEN FAMILIES:
Oaks, CA: Sage Publications. SOME STORIES TO TELL
http://www.journalofeducation.in/instructions
Rosemarie T. Abrea, Angelita Y. Recaforte
Lyndon A. Quines, Geraldine D. Rodriguez

ABSTRACT

The purpose of this study was to navigate the life experiences of

students with broken families. Qualitative phenomenological approach was
employed to two students; one from Upper Domolok Elementary School,
Sarangani Division and one from New Guadalupe Elementary School, General
Santos City Division in the School Year 2019 - 2020. To gather data, in depth
interview was conducted. The results of the interview were transcribed, translated
and coded to produce themes. As regards to the experiences of students with
broken families, the following were the themes: Living with the Fact, Having a
Feeling of Solitude and No means of Subsistence. Looking upon their challenges
to survive from their situation, the following themes were created: Disregarding
the Hurtful Truth and Support System for Welfare. As to their insights, the
following theme was generated: Guiding Principles.

Keywords: navigating, broken families, students, educational management,

Philippines

INTRODUCTION
The basic unit of any society is the home. When the home begins to
break, the society is on the way to disintegration.
Billy Graham
A home is a place where students live with their parents or guardians
and it is place where they are groomed. It is a place where the students begin to
learn the norms and values of the society in which they find themselves. The
home, therefore, has a great influence on the students’ psychological, emotional,
social and economic transformation. When it is broken, it can negatively affect all
domains of the child’s development. It depends on numerous factors, including
the age of the child at the time of parents’ separation, and on the personality and
family relationships. Although infants and young children may experience few
negative developmental effects, older children and teenagers may experience
some problems in their social, emotional and educational functioning.

In the Philippines, separation among married couples is not rare.

Despite the absence of divorce law, there is still a high rate of annulment among
Filipino couples. In Cebu city, there was a report about a young man named Aj
who came from a broken family. He left his home and was addicted to vices and
the like. Such children tend to develop a kind of inferiority complex, aggression,
hostility and isolation among their peer groups. A study on Implication of Broken informants’ personal characteristics, activities and achievement in school,
Marriages to Filipino Children, the common reasons why Filipino couples experiences they encountered with friends in the peer group they involved with,
separate include financial problems, lack of communication, infidelity, and their desires and ambitions in life and their capacity to stay strong and face
domestic violence (Clarito, 2013; Margot-Galang, 2015). squarely the challenges in life to survive.

As teachers, we have observed that children with broken home feel very Research Questions
sad when they lack the caring, affection, security and concern from lovely home.
They tend to seek attention from their peers to feel the sense of belongingness. 1. What are the experiences of students with broken families?
Also, children who are not secured and not enjoying the love and parental 2. What are the coping mechanisms of students with broken families?
upbringing affects the development of the children. For example, if one or two 3. What are the insights that the students with broken families can
children born at the same time is neglected and ill fed and the other cared for and share to other students who share the same experiences?
well fed, the latter is likely to look stronger and healthier than the former. It is a
fact that even if in later years the ill fed child gets good nutrition and well cared Theoretical Lens
for.
The scope and nature of broken home became a central part of many
As a matter of fact, no qualitative research is done specifically on human personality theories and basis of numerous programs in education.
navigating the life of students with broken families. It suggests that more research Attempts, therefore have been made to know what is broken home and late its
is necessary in order to inform better the parents and the community about the nature and scope.
problems encountered by these students which affect greatly on their emotional
growth. This study ignited my inquisitiveness on the phenomenon regarding this This study was viewed from the Parental Acceptance-Rejection Theory
matter. Further, the students will sensitize the teacher to be more conscious in (PART) introduced by Rohner (1975). Several studies show parental acceptance-
handling students from broken homes. Specifically, this is important to parents as rejection is one of the factors which exert significant influences on psychological
it will inform them the need for tolerance to avoid divorce/separation, and to development of the child. The theory proposes that parental love, warmth and
always put their children’s future in mind in all their affairs because the future of affection are positively related to normal personality development of an individual.
the children depends greatly on them. This navigation will be an effective tool in On the other hand, Ruthbaum (2012) stressed out that children who are rejected
the hands of guidance and counseling personnel’s and also psychologist to give by their parents tend to be anxious, hostile, aggressive, emotionally unstable, and
appropriate advice to those who experience stress/trauma. It would also be have low self-esteem. They may feel helpless, inferior, and insecure in their
relevant to teachers in order to help their students despite the problem in the interpersonal relations.
study will also attempt to some extent suggested some hopeful advice and
counseling to people who may like to apply them to their marital life situation. Another related theory is Bowlby’s Attachment Theory (1969), which
posited than human beings are naturally built with attachment and care giving
Purpose of the study system of behavior, among other significant behavioral systems during evolution
is human’s emotional attachment to caregivers or those who took care for
The purpose of this phenomenological study is to understand the life of dependent individuals for increased survival chances, reproduction as well as
students with broken families and to perceive their attitudes, behavior and successful parenting further stressed that the importance of the attachment
performance in school. At this stage in the research, the researcher will navigate system is to keep a person from danger by securing that he or she is proximate
the life of students with broken families by learning/listening to their stories and to the caring and supportive human beings or attachment figures who show
how they handle and cope with their situations. Identify the common side effects protection, support, and security in times of trouble.
of a broken home and to determine whether actually broken homes have any
effect on children, students or pupil’s academic achievement. Similarly, the study Ajila and Olutola (2000) states that the home affects the child since the
will inform the student to be more pro-active in their study and not to be parents are the first socializing agents in an individual’s life. This is because the
intimidated by any circumstance that might come their ways. family background in the context of a child affects his reaction to life situation and
In this study, the intention is to work closely, listen and grasp the stories of performance. This implies that the home could be seen as an agency that plays
as unveiled by the students while enjoying or struggling with life as a member of the most important socio-cultural, socio-economic, psychological as well as
other’s family. This also envisions recording and presenting evidences about the contributing to another dynamic role in the history of individual and the society at
large. The dynamisms include such vital functions as the educational and regions of the country. This study is descriptive in its investigation. Accordingly,
transmission of societal norms and values on children. The home also lays the I may have been completely incognizant of certain prior beliefs as well as their
psycho social, moral and spiritual foundation kin the overall development of the experiences on my perspective.
child. Therefore, an ideal home is expected to be heaven that provides a
conducive environment and facilities for a child’s overall development, early METHODOLOGY
education and moral upbringing (Adeyemo, 2002).
Research Design
In assessing the above definition such as a situation broken home
results to the negative behavioral development of the child and misses such In this study, we applied the descriptive qualitative method particularly
opportunities of guide, securities, affection and assistance when necessary. phenomenology. Phenomenology is concerned with the study of human
perception of events or phenomena from the actual happenings in the real world.
Significance of the Study It was reliving the experiences of participants who were involved in the study
going deeper into their thoughts and identifying the essence of the experiences
The study is expected to benefit the following at completion: teachers, as described by the participants, through lengthy discussions (Campbell,
parents, students and the society, at large. Carpenter, Creswell, Speziale and Willis, 2007).

Many people do not see broken homes as a social problem, which We used the phenomenological approach because it is a powerful tool
somehow affect children born into such homes. To this end, this study aims to in getting a clear understanding of human experiences, penetrating their
some extent see how this affects the life of students. The findings may likely be thoughts, feelings, and actions to gain insights from their experiences. It clearly
applicable to other part of the country at large. Thus, with the introduction of new illustrated the specific details of the experiences and how they are seen by the
national policy of education, the investigation will be an effective tool in the hands subjects in the situation. It is an appropriate instrument in our study wherein we
of guidance and counseling personnel’s and also psychologist. needed to envision and explore the actual experiences of our participants who
had been a part of a broken family.
It would also be relevant to teachers in order to help their students
despite the problem in the study will also attempt to some extent suggested some In phenomenological research, the use of bracketing is to be applied to
hopeful advice and counseling to people who may like to apply them to their minimize presuppositions to prevent potential harmful effects of presumptions
marital life situation. that may affect the research process, thereby improving the precision of the
research study. The researcher must be vigilant at all times, aware of his/her
views and the pre-existing beliefs on the study, to learn to set aside his/her prior
Limitations and Delimitations of the Study knowledge and experiences to fully capture the experiences being told by the
participants with an open mind. In conducting this qualitative study, the
The study investigates the effects on the life of students with broken researchers were interested to know how things happened and how individuals
homes. It is limited to the effects of broken home, common side effects of broken interpret their experiences and how they find meaning to these experience (Starks
home, gender-related difference that exist in the students, and strategies for and Trinidad, 2007; Tufford and Newman, 2012).
improving performance of students with broken home problems.
Through phenomenological reduction, the researchers simply reduced
The study is dependent on the ability of the informants and participants the realm from how it was perceived naturally, with all biases and judgment to a
to describe their experiences and answer interview questions. Informants and realm of pure phenomena. Thus, the essence of the phenomena is allowed to
participants have varying degrees of knowledge and experiences for having surface. Also, the participants’ own words were used throughout the process of
broken family, and therefore, may be subjective. Since administrative permission data analysis and phenomenological description. The process of bracketing
is necessary to gain access to informants, principals and superintendents were employed throughout the study. The method examined and scrutinized the
informed of the study and its purpose. phenomena through the subjective eyes of the participants, focusing on
The study is based upon open-ended questions through one-on-one subjectivity of reality and continually pointing out the need to understand how
interviews. Due to the fact that there were only 5 informants for the in-depth humans view themselves and the world around them, and on the process, the
interviews, the results of the investigation may not be generalizable to other researcher set aside his personal experiences and opinion to fully grasp the
experiences of the participants, identifying its essence (Creswell, 2003 and Willis, sampling. The purposive sampling technique, also called judgment sampling is a
2007). nonrandom technique that does not need underlying theories or a set number of
informants. Simply put, the researcher decides what needs to be known and sets
This would make the phenomenological approach very good at out to find people who can and are willing to provide the information by knowledge
surfacing deep issues. In our study, we made the voices of these students who or experience.
experienced having a broken family be heard as exposed to the taken-for-
granted assumptions. It focused on what the informants have in common with With due consideration, Creswell (2006) suggested that researchers
their experiences of the phenomenon. The researchers’ focus is likely to be may adopt 2 to 25 people who had been through the same phenomenon for in-
the participants’ assumptions, motives, reasons, goals, and values about the depth interviews. Englander (2012) stated that, in qualitative research, the
experiences they encountered in their lives. The researchers also tried their researcher seeks knowledge by deeply getting into the core of the experience, to
best to capture the thinking of the participants’ perspective as accurately as look for the essence of a phenomenon, not “how many” people who have
possible. experienced such phenomena. Furthermore, important figures in the
development of psychology such as Freud, Piaget, and Skinner built their theories
Furthermore, he emphasized that it is through phenomenology where based on research, including only a minimal number of subjects and without
special events that happened as participants included their experiences could relying on statistical analysis (Bouchard and Belly, 2009; Giorgi, 2009; Kvale and
be understood better through lengthy discussions. Other researchers Brinkmann, 2009).
supported these ideas when he stated that in using phenomenological
research during the conduct of the study. What the researchers most Before the actual interviews, we had a preliminary meeting with the
interested to know and how things happened as experienced by these children participants/informants. We do a little chat to gain their trust and confidence, as
with broken homes, they interpret these experiences and find meaning to these well as to develop camaraderie. This was also an opportunity for us to explain the
(Witlis, 2007; Mesina 2009). purpose of the study, the importance of their role in the outcome of the research
study, addressed their questions as well as concerns, review some ethical
considerations and completed the consent forms. This was also a good chance
Role of the Researcher
to review the research questions with the participants. In this way, they would
have the time to ponder on their experiences before the actual in-depth interview.
We took this kind of research to capture the important phenomenon in
This was very important in doing a qualitative research because the
the life of students with broken homes. Since this study has a personal meaning
establishment of a good level of rapport end empathy is critical to developing a
for us, being a teacher, we wanted to understand the life they were in, the factors
positive relationship during in-depth interviews and consequentially, gaining
affecting their behavior in school and how does it affects their daily living. As
depth of information, particularly where investigating issues where the participant
educators, we ensured that the school is supportive and was an engaging place
had a personal stake (Bloom and Crabtree, 2006; Denzin and Lincoln, 2008;
for all students, teachers, and parents despite their differences and background.
Dundon and Ryan, 2009).
As researchers, we identified first the participants of the study and
Only two students who had experienced significant situations being a
invited them to be part of this professional endeavor. We collected the data by
part of a broken family were in our study. We saw to it that our informants are
having the in-depth interviews with all the two informants which we had conducted
prepared and adequately oriented on their involvement. On the preliminary
and take notes during the interviews. We analyzed the gathered data from the
meeting, it was explained that in the actual interview, the flashback of those
audio recordings of the interviews. After that we analyzed findings, we used the
painful memories or negative influence of being in a broken family experienced
expertise of a professional data analyst for data analysis and interpretation and
would be inevitable so they had to prepare their heart and mind to combat those
thereafter form our insights.
negative bursts of emotions. We assured them that we understand their doubts
and apprehensions and would never intend in any way, to cause them harm. We
saw to it that they felt comfortable, as we encouraged openness. We conveyed
Research Participants
the message that it is important to us and expressed sensitivity to their feelings.
When embarking in a qualitative interview, the researcher needs to be aware of
The participants had two informants. Those informants were the
the situation and culture in which the respondent is located, to be polite, display
participants for in-depth interviews whom the researcher chose through purposive
courtesy and facilitate talk without judgment or critical opinion to establish trust Additionally, in-depth interviews should be done in the most rigorous
(Silverman, 2016). ways to ensure reliability and validity which are important concepts in qualitative
researches. To do this, we avoided concluding the interview but instead based
We emphasized also that we might encounter problems along the way everything on factual data as described by the participants during the interview to
but the outcome of the study would be very relevant in solving the problem of the remove any bias or misconceptions on the results. We were able to classify
negative influence of being part of a broken family, which most people are not themes of the phenomena with the two informants for in-depth interviews.
aware of the problem exists. We made them understand that their contribution to According to the researchers, in qualitative research such as phenomenology, it
this study can make a difference in the lives of other students. is recommended that for in-depth interviews, researchers could interview 5 to 25
participants who had experienced the same phenomenon, if one wants to achieve
Data Collection the goal of representativeness and generalizability as a criterion, from a small
number of research participants (Bashir, Yousif & Mahmoud, 2008; Bricki and
In the collection of data of the study, we underwent the processes Green, 2007; Creswell, 2006; Giorgi, 2009; Kvale and Brinkmann 2009).
namely: in-depth interviewing with the study-informants and note-taking.
Before conducting the actual in-depth interviews with the s In the process of in-depth interviews, we asked the participants if it could
tudy participants, we made sure that ethical considerations were properly be written by them in as much as there was a survey questionnaire prepared in
observed. We applied the key principles of ethical issues that should be this special event. During the interviews, there might have been instances that
considered in any research study which are consent and confidentiality. (Bloom certain details were inadequately expressed or even missed out because the
and Crabtree, 2006; Bricki and Green, 2007; Kaiser, 2009) informants were inarticulate or hardly well-equipped in communicating with
people. This might have created misconceptions and ambiguity. To avoid this, we
Since establishing rapport is an essential component of an interview, we always repeat the question if necessary and confirmed with our informants their
arranged a preliminary meeting with them and explained the details of the study, answers to the questions, for us to grasp correctly the information they provided.
made them understand that everything was done in confidentiality. After gaining In every instance, we needed to be flexible and be able to adjust to the moods of
their trust, we asked them to sign a written consent. Essentially, rapport involves our interviewees. To ensure that all information was documented thoroughly,
trust and respect for the interviewee and the information he/she shares. It is very making sure that no important detail was missed out, note-taking was applied
important to provide him/her with a safe and comfortable environment for sharing (Bloom and Crabtree, 2006; Mack et al, 2005; Penner and McClement, 2008).
his/her personal experiences. To comply with this requirement, we made sure
that the setting of the interview was a quiet room that ensures privacy and away Relevant data was collected through audio recordings of interviews
from distractions. (Bloom and Crabtree, 2006). since audio or video recording improves the accuracy of the content shared in the
in-depth interview, as well as the speaker’s intonations with the participants in a
An in-depth interview was one approach undertaken to gather private setting either in their respective private school room or another neutral site
information from the study informants. An in-depth interview is a technique such as a quiet coffee shop or private room. This audio recording of the interview
designed to elicit a vivid picture of the participant’s perspective on the research is transcribed verbatim and checked by the participants for confirmation if
topic. It is more than just an approach to understanding the participant’s everything was taken as it was. Confidentiality was observed in all sessions and
experiences but it is going deeper into their thoughts and behavior, listening to with all informants consistently addressing them by their pseudonyms to conceal
their inner voice to explore new issues. Through the interview process, the their real identity. To have a continuous flow during the in-depth interview, we
researcher listened to the participants’ descriptions and then repeatedly reviewed prepared our open-ended research questions as indicated in the interview guide
and studied the data as they were transcribed. This strategy required time and and also informed them that there could be additional questions aside from the
space so that I could draw out portions of experience and insights from the interview guide as we might think of necessary insights to the study. This
informants. We made our participants feel comfortable and conveyed the promoted trust and openness with our participants (Bricki and Green, 2007).
message that the researcher is interested in what they were saying. It is important
to closely internalize what the informants would share, particularly on the details In summary during the data collection, we saw to it that the principles of
of the problems encountered and the coping mechanisms they adapt. (Mack et listening were observed. It gives freedom for the participants to unveil their
al, 2005; Penner and McClement, 2008). feelings. Of course, during their revelation, there were some issues we needed
to clarify, but we saw to it that when it would have asked again, it would have
done to gain the trust we hoped for.
 discovered during the first step of data reduction (Namey et. al, 2007; Paul, 2006;
We let the participants sign in the certificate of consent and that all the Sitko, 2013; Suter, 2012).
equipment like audio-tapes were to be allowed by them with the assurance that
everything that happened during the interview and group discussions was held in Conclusion drawing and verification are the last steps of qualitative
its highest level of anonymity and confidentiality. To make the trust and analysis. It involved going back to consider what the analyzed data mean and to
confidence stronger, all the tapes recorded were be played to them to determine assess their aftermaths for the questions at hand while verification, integrally
and if ever there was an issue they wanted to delete. Even the notes recorded linked to conclusion drawing, required revisiting the data as many times as
were shown to them for scrutiny and affirmation. necessary to cross-check or verify these emergent conclusions. At this point, no
definite judgments were made but rather, the data were allowed to speak for
With all confidence and trust that we focused on the field of interest themselves by the emergence of conceptual categories and descriptive themes.
(phenomenon) equipped with the necessary knowledge and skills in conducting These themes were usually implanted in a structure of interconnected ideas that
interviews and note-taking we believe that the objectives we had in conducting make sense (Paul, 2006).
this research would be a success. With the respect we manifested to our
participants, we expected that they would cooperate and offer their full support in The conceptual framework was interpreted regarding the related
this endeavor. literature on the subject in an attempt to explain, with a theory, the phenomenon
being studied by the researcher with the assistance of two independent readers
Analysis of Data and analyst who are experts in the field of study to form a triangulation team
wherein each examined the data and compared individual findings to obtain a
In every data gathered, the analysis would follow. This is the time deeper and broader understanding of how each investigator viewed the issue.
wherein the researcher tried to breakdown all the information gathered to Triangulation is used to ensure the validity of the data by using more than one
understand them better so that every element would be placed in its respective person to collect the data, thereby increases its reliability (My-Peer Toolkit, 2010;
order to give due explanation and meaning to it. Hancock et al (2009) point out Speziale and Carpenter, 2007).
that analysis of the data in a research study involves summarizing the mass of
data collected and presenting the results in a way that communicates the most If the findings of the different investigators arrive at the same conclusion,
important features. Data were analyzed using a method that included data then the researcher was confident that the result of the research study was
reduction, data display, conclusion drawing, and verification, adding that reliable. Many different interpretations were considered before the researcher
qualitative content analysis is any qualitative material and attempts to identify formed a rational argument in the most obvious way possible so that others could
core consistencies and meanings (Zhang and Wildemuth, 2007). judge the validity of the study. In interpreting the report, we took an account of
what data to include and information to dispose of. The interpretation was written
Data reduction is the abstraction of data from the transcriptions, deleting clearly and precisely, properly identified which of the information was a factual
data that are not important and transforming it into a comprehensible material, description or plain personal view of the researcher. An interesting and readable
easily understood by many. This pairing and shelving of data are often termed as report “provides sufficient description to allow the reader to understand the basis
thematic analysis, a form of sorting and categorizing. With data reduction, I for an interpretation and sufficient interpretation to allow the reader to understand
employed the expertise of a professional data analyst for data analysis. I helped the description” (Griffiths and McLeod, 2008; Sitko, 2013; Zhang and Wildemuth,
her manage and handle the data, particularly with the sorting and organizing large 2007).
volumes of qualitative data, retrieving and locating words and phrases. The data It means therefore that in the analysis of data we considered focusing in
were consolidated and manageable after being sorted and categorized (Namey the particular phenomenon we were interested in the influence of peer
et. al, 2007; Paul 2006; Suter; 2012). relationship in school success collect the data through in-depth interviews with
the participants making it more comprehensive, note-taking and then we identified
Data display, on the other hand, is the organization of data and showing the common perceptions through the help of expert consultants with the approval
it in the form of graphic organizers such as matrices, charts, graphs, that would of the participants about the texts or explanations made.
enable the viewer to draw his conclusion. It is one step beyond data reduction,
showing the data in an arranged and orderly manner, clearly showing the In other words, as we relived in the minds of the participants, the
interrelationships of bits of information, readily available to the viewer. At this experiences they have had which we tape-recorded them during the interview
stage, other higher-order categories could come out that was beyond those sessions, we searched through each subjects’ statements for those that were
especially relevant, that those that appeared particularly meaningful to the determining which core ideas to report. The emergent themes are described as
participants in describing their experiences in relation to the phenomenon of (1)
interest. Then, the researcher clustered these statements into themes. These
were aspects of the participants’ experiences that they had in common where we Table 2
described the fundamental features of the experience that have been described Experiences of Students with Broken Families
by most (hopefully all) of the participants in the study.
Major Themes Core Ideas
In sum, then, in the analysis of data, we searched for the essential Conflict at home/unhappy. We
structure of the phenomenon we were investigating about the life of students with should just accept it
broken families, by interviewing in-depth our participants who had experienced Living with the fact We have to agree with their
this phenomenon. Then, we extracted what we considered as relevant statements decision because it is best for all of
and then clustered these statements into themes. We integrated these themes us. Just deal with it.
into a narrative description of the phenomenon that was the positive and negative I was so sad. Encountered so
influence of having broken families. These things consulted with other experts to much loneliness.
help in the sorting out of ideas with the final agreement of each participant. Having a Feeling of Solitude
I feel alone; Nobody loves me. It is
really difficult; I cry every night
Trustworthiness No one will support us. No one will
work for us
To come up with the state of trustworthiness of our study, we followed No means of subsistence
Lack of financial assistance and
its four components to establish it as follows: credibility, conformability; support. Financial difficulty
transferability and dependability.

Ethical Considerations Living with the fact, (2) Having a feeling of solitude, and (3) No means of
Our research study involves elementary students who might be hesitant subsistence.
to disclose information out of fear and withheld some data. However, as part of
research rigor, several safeguards were applied to erase their fears and promoted
trust. We ensured that our study was guided by ethical principles as described by Living with the fact
namely: respect for persons, beneficence, justice, consent and confidentiality Responses to the questions asked on experiences of students with
(Mack et al, 2005). broken families revealed that they have to accept the reality and to live with the
fact.

Most of the key informants typically described their life of living with the
fact. A number of in-depth interview participants expressed the same sentiment
that life with broken families was unhappy and they had nothing to do but to
RESULTS accept the fact that their parents are no longer happy with each other.
Research Question No 1. What are the experiences of students with They were too young to understand the situation so, they both accept
broken families? the fact that they need to agree with their parents’ decision since they can’t do
To facilitate the generation of comprehensive discussion for the above anything about it.
research problem, the following questions were asked during the in-depth Cassie (not her real name), with a teary-eye shared her sentiment about
interviews and focus group discussion: What did your parents tell you when they her experience:
broke up? What did you feel? Tell me more. What is the most painful part during “Perme nalang mahubog
your parents’ separation? What did you encounter when they got separated? si papa mao ng wa na
From the data collected on the experiences of the study participants, ganahi si mama niya.
three major themes emerged as presented in Table 2. These themes aided in Ingon ni mama dawaton
 nalang namo ang
sitwasyon kay para ra Hereunder are the responses of participants who feel alone when their
daw na sa among parents separate.
kaayuhan.” “Katong gibiyaan me ni
(NTLOSWBF_A-Q1) papa, nagdesisyon si
mama nga muadto sa
abroad para iyang
“They just tell that they will masuportahan ang
break up because mom among mga kinahanglan
doesn’t like my dad’s sa school kay di naman
attitude. He drinks musuporta akong papa.
(alcoholic) a lot. My mom Gibilin me niya sa among
said that we should just lola para makatrabaho
accept it.” siya. Pero nabati nako
(NTLOSWBF_A-Q1) ang grabe kaguol og
kamingaw sa akong
mama. Perme ko
Marga (not her real name), recalled an incident in her life when her maghilak maskin naa si
parents are quarrelling: lola gabantay nako.
“Halos kada gabie nalang Paminaw nako wala nay
gyud gaaway si mama og galove nako.’’
papa. Mahadlok nami (NTLOSWBF_B-Q1)
duha sa akong manghud
kay ginapasakitan na ni
papa si mama. Dili na “When our father left us,
gyud sila magkasinabut our mother decided to
maong nagdesisyon sila work abroad to support us
nga magbulag nalang.” in our schooling because
(NTLOSWBF_B-Q1) my dad doesn’t support us
anymore. She left us in
“My brother and I were the hands of our
terrified because almost grandmother. Even
every night our parents though our Lola take good
got quarrelled. There are care of us, I still feel that I
times that my father hit my am alone and nobody
mother until such time loves me.”
they decided to end their (NTLOSWBF_B-Q1)
relationship.”
(NTLOSWBF_B-Q1)
“Pinakasakit tong
Having a Feeling of Solitude nagbulag sila kay tong
nag-asawa ulit akong
Loneliness causes people to feel empty, alone, and unwanted. People papa. Naglisod ko og
who are lonely often crave human contact, but their state of mind makes it more dawat nga naa na siyay
difficult to form connections with other people.
 bag-ong pamilya, pamilya Wala nay mutrabaho para
nga di ko kasali.” naa mi makaon. Maibog
(NTLOSWBF_A-Q1) lang ko magtan-aw sa
“The most painful part ubang bata nga kumpleto
during may parent’s ilang ginikanan. Paminaw
separation was when my nako dili na mi nila
father marries another palangga.
woman. I had a hard time (NTLOSWBF_A-Q1)
to accept that he has his
new family, a family where “I was hurt because they
I do not belong.” broke up. It is really
(NTLOSWBF_A-Q1) difficult if we don’t have
father. No one will support
“Nakabati kog kamingaw us in our schooling. No
labi na tong pirme na busy one will work for us to
si mama sa iyang trabaho. have something to eat in
Wala ko laing the table. I felt jealous to
maestoryahan sa balay. my friends who have
Bisan pag naa si lola, complete family. I felt like
gusto gihapon nako naa si no one care for us.”
mama sa akong kiliran. (NTLOSWBF_A-Q1)
(NTLOSWBF_A-Q1) “Katong gibiyaan me ni
“I encountered so much papa, nagdesisyon si
loneliness especially that mama nga muadto sa
my mother is always busy abroad para iyang
at work. I had no one to masuportahan ang
talk to at home. Even if I among mga kinahanglan
am with my grandmother, sa school kay di naman
I always wanted to be at musuporta akong papa.
my mother’s side all the Gibilin me niya sa among
time. lola para makatrabaho
siya. Pero nabati nako
ang grabe kaguol og
No means of subsistence kamingaw sa akong
Lack of support for financial needs mama. Perme ko
maghilak maskin naa si
Students with broken homes will not only experience loneliness and lola gabantay nako.
heartaches but also the neglect of their parents’ duties like support for their basic Paminaw nako wala nay
needs and education as well. galove nako.’’
Nasakitan gyud kaayo ko (NTLOSWBF_B-Q1)
sa pagbulag ni mama og
papa. Dili lalim dili “When our father left us,
kumpleto ang ginikanan. our mother decided to
Wala nay musuporta sa work abroad to support us
amoang pag eskwela. in our schooling because
 my dad doesn’t support us
anymore. She left us in Disregarding the Hurtful Truth
the hands of our
grandmother. Even The participants disregard the hurtful truth in dealing with the challenges
though our Lola take good of having broken families. Ignoring the problems and letting them pass were their
care of us, I still feel that I responses.
am alone and nobody
loves me.” “Wala nalang nako
(NTLOSWBF_B-Q1) gihuna-huna ang
nahitabo ma’am.
Research Question No. 2: What are the coping mechanisms of students Nagadula nalang mi sa
with broken families? akong manghod para
malimtan ang tanan.
To find out the coping mechanisms employed by children with broken Kay kung huna-hunaon
homes as the participants of this study against the challenges brought by nako to ako ray
separation of their parents’ marriages, the following questions were asked during masakitan.”
the in-depth interview, namely: What did you do when they got separated? Who (NTLOSWBF_A-Q2)
helped you from the moment your parents separate? How did s/he help you? Is
there a person you can trust in your home? Who is it? Why? What are the things I just don’t think about it,
that helps you from being distressed? instead, I just play with
my sibling to forget
everything that
Two major themes presented in Table 3 were determined to describe happened. I will just
the strategies used by the participants to cope with the challenges of multiple hurt myself if I think
marriages. These themes are as follows: disregarding the hurtful truth and about it.
support system for welfare (NTLOSWBF_A-Q2)

Table 3 “Wala man koy gibuhat.

Themes and Core Ideas on How Students with Broken Families Cope with Gipabayaan og gikalimtan
the Challenges lang nako ang nahitabo sa
Major Themes Core Ideas amoang pamilya kay
I did nothing; I just play with my sibling kabalo ko na mulabay ra
Disregarding the Hurtful Truth I just don’t think about it; forget it because I na ang problema. Okay
know problem will just pass lang man sa akoa.”
My grandparents because they take good (NTLOSWBF_B-Q2)
care of us
I did nothing. I just
My grandmother looked after us when my
disregarded and forget
mother went abroad.
the incident happened in
Support System for Welfare Sought assistance and support from
our family because I know
family, friends and teachers: I usually talk
that problem will just pass
with them whenever I have issues.
by. It’s just okay with me.
Shared concerns and problems with
(NTLOSWBF_B-Q2)
classmates and friends; I play with my
friends.
Support System for Welfare because she is always
there for us. We don’t
Seeking assistance and support from the group that could help them as know what to do if it wasn’t
they coped with the challenges they were facing. Here are some of their her.
responses: (NTLOSWBF_B-Q2)
“Akong lola ma’am kay
ginaalagaan mi niya “Makig estorya nalang ko
maam og ginahatod mi sa akong mga higala para
niya sa eskwelahan kung mawala ang akong
nay klase, duha mi sa kaguol. Gina share nako
akong manghod.” sa ilaha akong mga
(NTLOSWBF_A-Q2) problema kay kung itago
nako ni magsakit lang
“It was my grandmother. akong buot. Naga dula
She always takes good pud mi usahay. Usahay
care of us. She sends us pud naga duol ko kay
to school when we have a ma’am. Nagapangayo ko
class together with my og advice kung unsa ang
sibling.” akong maayong buhaton
(NTLOSWBF_A-Q2) kay dile jhud lalim ang
“Akong lola ma’am kay among sitwasyon.”
siya ang nag-alaga sa (NTLOSWBF_A-Q2)
amoa tong nag abroad si
mama. Siya ang I usually talk with my
nagapakaon sa amo og friends to take my worries
nag pangita trabaho para away. I share my
makakaon mi sa akong problems with them, it will
mga manghod. Siya pud just hurt my feelings if I
ang naga hatag balon sa keep it myself. I
amoa inig mag eskwela sometimes play with
mi. Pasalamat ko ma’am them. Once in a while, I
nga naa si lola nga mag- also seek advice to my
alaga sa amoa. Unsa on teacher on whatever
nalang kung wala siya.” should I do with our
(NTLOSWBF_B-Q2) situation. It’s not really
easy being part of a
My grandmother because broken family.
she takes good care of us (NTLOSWBF_A-Q2)
when my mom went
abroad. She works for us “Makigdula ko sa akong
so that we have mga friends. Pirme pud ko
something to eat. She ga video call kay mama”
also gives us allowances (NTLOSWBF_B-Q2)
when we go to school. I “I play with my friends.
was very thankful to her Most of the time, my
 mother and I always had atong ginapagdaanan
video calls.” busa magpabilin tang
(NTLOSWBF_B-Q2) himsog aron makalahutay
og makasugakod sa
Research Question No. 3: What are the insights that the students with tanang pagsulay sa
broken families can share to other students who share the same kinabuhi. Kanunay’ng
experiences? mag ampo sa Ginoo og
dapat di mawad-an og
The following questions were asked during the in-depth interview to find pagsalig kaniya.”
out the hopes, fears and dreams of the study participants on the matter of having (NTLOSWBF_A-Q3)
broken homes: What advice can you give to students with broken families who No matter what problems
share the same sentiments with you? How will you encourage them to pursue they encounter in their
their studies despite of their living difficulties? lives, they really need to
One major theme was drawn out in relation to the insights of students be strong to deal with all
with broken home. The emerged theme was guiding principles. worries and difficulties in
life. Not everyone knows
the struggle but we should
stand still so that we can
Table 4 survive no matter what life
Themes and Core Ideas on the Hopes, Fears and Dreams of Students with will bring. Always pray to
Broken Families God and don’t lose your
faith in Him.
Major Themes Core Ideas (NTLOSWBF_A-Q3)
Study well for our future
Be persistent and focused on our dreams “Bisan unsa pa mang
They really need to be strong and always problema ang muabot sa
Guiding Principles ilang kinabuhi,
pray to God.
Show to them my interest in studies. kinahanglan maging isog
Strive hard to finish my education og lig-on sa pag atubang
sa mga problema og
Guiding Principle kanunay mag-ampo sa
Ginoo.”
Despite of their difficult and hurtful experiences with their broken (NTLOSWBF_B-Q3)
families, they are still motivated to live their lives the way they wanted to be. They
are trying their best to conquer every battle of life with the love and guidance of “No matter what problems
our Almighty Father. they encounter in their
“Bisan unsa pa mang lives, they really need to
problema ang mag abot be brave and courageous
sa ilang kinabuhi, enough to face the
kinahanglan nila maging challenges that we
strong para makayanan encounter in life and
nila tanan kaguol og always pray to God”.
kalisod sa kinabuhi. Dili (NTLOSWBF_B-Q3)
tanan makasabot sa
“Ipakita nako sa ilaha nga Chapter Summary
dile mawad-an og interest
sa pagtuon og From the results of the study based from the responses of in-depth
maningkamot nga interview informants, three themes namely, a) living with the fact, b) having feeling
mahuman ang pag- of solitude, and c) no means of subsistence were emerged to describe the
eskwela aron maabot experiences of students with broken homes. In relation to living with the fact, at
nako ang mga pangandoy least 100 percent experienced conflict at home because of infidelity and vices.
sa kinabuhi. Dile ibig Typically, this dilemma has prompted the family of participants to be broken and
sabihin kay broken inyong some children were left in the care of their grandparents. In like manner, at most
pamilya, di naka 25 percent of the participants received less or even no support from their father
maningkamot busa because they were abandoned. They managed to live without the attention and
himoon kining motibasyon guidance of their father. However, their mother worked hard to sustain the needs
para mahimo ang mga of their children. This helped the students’ survived and continue their lives
maayong butang.” pursuing their dreams and goals in life.
(NTLOSWBF_A-Q3)
DISCUSSION

“I will show to them my This chapter presents the discussion, implication for practice and
interest in studies and implication for future research based from the themes developed during the data
strive hard to finish my analysis. This study has clearly indicated its purpose of examining and describing
education to pursue my the experiences of children living in a broken family. It aims to go deeper into
dreams. Being part of a bringing about the feelings and insights of the participants to the surface and to
broken family is not a determine what concepts may be gleaned from the findings.
hindrance to success
instead, I do it as Taking into consideration the nature of this study, we adopted and
motivation to do better employed the qualitative research method, specifically the phenomenological
works.” approach since it explicates the meaning, structures and essence of the lived
(NTLOSWBF_A-Q3) experiences of a person or group of people around a specific phenomenon
(Christensen, Burke and Turner (2010) through focusing on a concrete
“Maging inpirasyon ko sa experiential account grounded in everyday life (Langdridge, 2007).
ila. Ingnan nako sila nga
himoon ilang best nga Through the interviews conducted, emergence of different themes with
bisan dile buo ang respect to the three main questions for the phenomenon being studied was made
pamilya, kaya gihapon possible. Two children had undergone in-depth interview and were asked to share
maging Honor student.” their good and bad experiences of living in a broken home. The participants were
(NTLOSWBF_B-Q3) chosen based on some requirements such as they must be a person who had a
broken family. Moreover, they must be ten years old and above who are quite
“I will be an inspiration to mature enough to provide a rich and full description of the phenomenon. As to
them. I will motivate them the experiences of these children living in a broken family, three consequences
to do their best that even if existed.
we don’t have a complete
family, we can still be an Experiences of Children having Broken Home
achiever in school.”
(NTLOSWBF_B-Q3) Living with the fact. The study has shown that broken marriages really
brought forth consequences as experienced by the children. This was viewed
from Ruthbaum (2012), he stressed out that children who are rejected by their By its very nature, divorce, changes not only the structure of the family
parents tend to be anxious, hostile, aggressive, emotionally unstable, and have but also its dynamics. In some cases, older children may take on a parental-type
low self-esteem. They may feel helpless, inferior, and insecure in their role when interacting with younger siblings because of their parents’ work
interpersonal relations. Living with the fact appeared to be one of these schedules or inability to be present. They usually receive less support when it
consequences. Since children cannot do anything from their parents’ separation, comes to emotional, financial assistance and practical help from their parents
they tend to just accept and lived with it. unlike with the children from a complete family (King, 2002).
Taking into consideration the experience of Cassie and Marga (not their
Taking into consideration the case of Marga (not her real name), she had real name), due to the absence of their father both of their moms stay away from
witness the conflict between her parents. She was just a young child that she home for work. They need to work hard to support their children and take all the
could not do anything but to just watch her parents quarrel. Marga and her brother responsibilities of their husbands. With that, children was taken care by their
got terrified because of the continuous argument. Until such time that their grandparents as their guardians.
parents decided to end their relationship. She lived with the fact that her parents’
separation might bring good or bad effect on their situation. Challenging situations Cope with the Challenges of Children having Broken Home
and obstacles are part of life.

However, it must be taken into account that coping changes over time On the coping mechanisms adopted by the children of having broken
and as a result of the stressor, the severity of the conflict, the extent and home to deal with the challenges of the phenomenon, two themes emerged:
accumulation of other demands, the number of disturbances in the family system,
and the availability and use of interfamily and community resources. Therefore, Disregarding the hurtful truth. When children come from a broken
coping strategies in families are not created in a single moment, but are formed family, it feels like they’re isolated and cut-off from the rest of the
and modified over time (Hall & Graff, 2011). world. Being so distant to a parent or a sibling often pressures them into feeling
like they need to deal with it their selves (Kelly, 2008). Both students experienced
Several children had no choice but to adapt to the situation even though difficulties facing their lives with broken families. This is true to the case of Cassie
they disapproved their parents separation. (pseudonym) who experienced so much pain and loneliness. She just ignored the
consequences of what had happened in their family and decided to accept it and
Having a Feeling of Solitude. The break-up of a family has many continue her life with the presence of her siblings. Cassie thinks that it would just
negative impacts on the children. The children are more likely to act out against hurt herself if she will think about what had happened. In similar manner, Marga
siblings, biological parents or stepparents. Children also develop emotional (not her true name) did nothing to address the challenges of the phenomenon
issues, such as anger, resentment, loneliness and depression, due to the change and enjoyed her life with her siblings and friends. Both of them faced the reality
in the family unit (Faraja Kafela, 2018). of life. They disregarded and forgot the incident that happened in their family and
took it as something that would just come to pass.
About Cassie and Marga’s experience, both felt the feeling of loneliness
due to their family’s situation. Both of their parents find job to sustain their needs Support System for Welfare. Group support also plays a vital role in
that made them feel lonely and isolated due to the situation. Adam (2002) coping with the challenges of children having broken home. Common responses
revealed that the separation from parent, adolescents showed higher levels of from the participants of the study include sharing of their feelings and sentiments
adjustment problems on an index measuring cognitive, emotional and behavioral to their friends, asking assistance from classmates, and spending more time with
functioning. Allen (2002) observed more feeling of abandonment, helplessness, other members of the family.
powerlessness, anger, guilt and conflicts among children of divorced parents.
Parents are often unable to adequately support their children when
No means of Subsistence. According to NELL (1981), the students family breakdown occurs due to their own distress, and children often seek and
may in approximately one of these situations. For instance, the student may find gain support from those outside the immediate family such as grandparents and
himself being brought up in a single parental family there is likely to be increased friends. Some children perform better in school as an attempt to shut out
financial hardships. problems at home (Lansky, 2000). In the case of Cassie (pseudonym), the
situation made her realized that she needs support from her grandparents in order
to survive. She made herself understand the situation and strived to be an Similar to Cassie’s scenario, Marga (not her true name) never took the
inspiration to her other siblings. She used to stay with her friends and share her situation as a problem but instead she considered it as a challenge for her to
sentiments when misunderstanding takes place at home. She is more strive hard. She set her mind to be strong in spirit and pushed herself to finish
comfortable with her friends than with any member of the family when it comes to studying because she wanted to be successful in life regardless of her family’s
emotional outlet. She also played with her sibling to ease the pain and just forget background. She wants to be an inspiration to others.
what had happened in her family.
Implications for Practice
On the case of Marga (pseudonym), she communicated her mom
through video calls because she felt secured and loved in doing so. She kept Based on the findings, the following implications for practice are
herself optimistic and never let herself be affected by the phenomenon. She was offered:
thankful towards her grandmother for staying by her side in the absence of her
parents. She stayed persistent especially in her study because she never wanted On Living with the Fact. Both of the informants accepted the situation
to waste her mother’s effort to sustain their needs in school. All their cases are they were in since they cannot do anything about it. Sometimes facing reality isn't
one of the emotional and personal advantages to have grown up in a family, the the easiest thing to do, but accepting your current situation can make you happier
ability to create a relaxed atmosphere (Goldfeder and Sheff, 2013). All their cases in the present and lead to a better future. Understanding, accepting, and working
are supported by the idea of Green and Elliott (2010) that when individuals with reality is both practical and purposeful. Acknowledging reality will help you
experience stressful or threatening events, they often turn to close others for choose your dreams wisely and then help you achieve them. From the lens of the
comfort, assistance, and support. children from broken marriages, accepting the situation without any reservations
is their coping mechanisms to deal with the challenges. Thus, the children may
Johnson (2005) asserts that children of separated families often fail and widened their perspectives and admit the fact that they have the families, they
are at risk emotionally. However, this may not be completely applicable in all share one love, support, care even the circumstances arises.
cases of broken homes. Some children irrespective of home background or
structure may work hard and become successful in life. Moreover, Ayodele (2007) On Having a Feeling of Solitude. According to (Tantaoco, 2013), when
stated that the environment where a child finds himself/herself goes a long way marriages break, couples go separate ways and the ones that are affected the
in determining his learning ability and ultimately his academic performance in most are the children. Loneliness causes them to feel empty, alone, and
school. unwanted. Children who are lonely often crave human contact, but their state of
mind makes it more difficult to form connections with other people. In the case of
Hopes, Fears and Dreams of Children from Broken Homes the informants, they tend to divert themselves in other things that keep them away
from lonesomeness. Playing with friends and siblings are there way of dealing
Relative to the experiences and the coping mechanisms of the with such solitude. Furthermore, it is also advisable to be involved in sports or
participants to deal the challenges brought by families with broken marriages, the organizations in which they will be able to find their self-worth and they can
participants also professed their fears, hopes and dreams toward the socialize with other people. But, the most important is to have the acceptance to
phenomenon. Guiding Principle appeared to be the theme of the study. their situation.

Guiding Principle. Being self-driven and motivated is another strategy On No Means of Subsistence. Financial pressures are increased on
employed by some participants to deal with the challenges brought by broken the family unit of broken marriages having no financial support and assistance
marriages. Like Cassie (pseudonym), she considered the circumstance as a from the father of informants. Their mothers tend to work away from home
motivation, adhering to the words of wisdom given by her mother that those who because of financial constraints. Life, in a single parent family or broken home
are understanding and patient will be blessed and that those who experienced can be stressful for both the child and the parent. Such families are faced with
suffering or difficulty will be rewarded. Despite the situation that she lives in, she challenges of inadequate financial resources (children defense find, 2004).
is driven with determination to move on and live with a normal and decent life. Adolescent, on their part, they may accept their predicaments with lightness of
She exclaimed to stand still amidst of the situation. She strive hard to finish her heart so that they may be able to take the situation as a stepping stone and not
education and pursue her dreams. Being part of a broken family is not a hindrance as a stumbling block and that they should, to the best of their abilities, use positive
to success instead, she do it as motivation to do better works. coping strategies to improve themselves despite their situations.
 research base, adding more information and insights related to it. This research
On Disregarding the Hurtful Truth. Children expresses positive methodology would give a better opportunity to generalize the study findings.
outlook amidst having adversity. They disregarded and forgot the incident that
happened in their family and took it as something that would just come to pass. Another future research may be undertaken to determine whether the
They face the reality with hopefulness. They also divert themselves in the views and perceptions of the previous participants have changed or not over a
situation by playing along with their peers and kin. Friendships are important for period of time by interviewing them again. Also, further research may be carried
social development. The findings of Zeiji et al (2010) support the idea that out to investigate similar phenomenon but for this time among Secondary High
interpersonal needs for affection and commitment could lead to autonomy and School students whose parents were separated.
confidence. Thus, accepting the reality and their situation will help them to free
from emotional distress. But the most important is to love their selves. The findings of this study were viewed from the lens of the elementary
learners who has restricted experiences. It would be valuable as well to conduct
On Support System for Welfare. Informants were hopeful in dealing further research to determine the viewpoints of High School students about the
with challenges of broken marriages. Ignoring the problems and letting them pass impact of broken marriages to them to substantiate the findings since they can
were their alternative responses. Children might be neutral and negative to express further their feelings regarding the matter.
entertain problems and craft it as motivation to all challenges, to enjoy life and
persevere their dreams for the future. Seeking assistance and support from the Concluding Remarks
group of people is the strategy to cope with the challenges of children having
broken family. Thus, children may continue to share their feelings and sentiments Family is a crucial part of the society which plays an undeniable part in
to their friends, colleagues and even to their family when understanding takes the development of humans emotionally, physically and psychologically. It is the
place at home and in the community or even in the family and realize that good first interaction any human has with another and one learns how to act and react
family relation is the foundation of comfort, assistance and support. to the surroundings from the members of the family. This crucial element of
society is itself sometimes in a state of turmoil. This turmoil in the family may lead
On Guiding Principles. Being motivated and propulsive is the strategy to separation or divorce.
of children from broken families to cope with the challenges of their present
situation. Thus, there is a need to be self-driven and being motivated to deal with
challenges, circumstances and motivation. They might work hard to strive more
From the findings of the study, we have concluded that the impact of
on the challenge at hand to finish whatever goals and objectives in life. From the
having broken families to the participants of the study is shown to be similar. For
perspectives of the children and upon their experiences, they were just optimistic
them, it appears that having broken homes negatively affects the individual as
as they coped with the challenges they were facing. Thus, they might continue of
substantiated by Yang (2003) showing that it brings disadvantages to the children
being optimist in every situation in a positive manner, and realized that being an
including depression, sadness, anger, resentment, absence of love or attachment
optimist is of great help to one’s life, to understand the value and purpose of
with the father, and inadequate resources to satisfy the needs of the dependents.
existence and even problems and phenomenon.
According to ISAKE and others (1984), mother are considered as the
Implications for Future Research
backbones or major providers of program of services to individual child. This is
true to the experience of the informants. Their mothers tend to work away from
In as much as this study is limited to a few participants, the children living
home because of financial constraints and due to the less support coming from
in broken families, the following implications for future research are advanced:
their father. These made them feel lonely since they lack attention and support
from their parents who are the sole providers of values to the children.
Since the findings of this particular study are not generalizable beyond
the 2 participants, future research may be conducted investigating the
Through these experiences, children learn to trust others and seek out
experiences of children living in broken families with another group of participants
friendship and comfort. Having healthy and happy family is what everyone’s
to confirm and reinforce the findings of the study. Considering that there is a
dream. In the most basic sense, the family is essential because it sustains society
dearth of local researches about it focusing on the children, future researchers
while fulfilling God’s purposes (Thompson, 2017). Those children are supposed
may replicate the study and conduct it in other areas in the Region or even in
to enjoy. Such children tend to develop a kind of inferiority complex, and
other parts of the country where parent’s separation is prevalent to supplement
aggression, hostility, reserved and isolated among their peer groups. They said Giorgi, A. (2009). The descriptive phenomenological method in psychology: A
when children are not secured and not enjoying the love and parental upbringing, modified Husserlian approach. Duquesne University Press.
it will affect the cognitive loved of the children, thereby affecting their academic H., & Kraemer, H. C. (2005). Posttraumatic growth following the terrorist attacks
achievement. of September 11, 2001: Cognitive, coping, and trauma symptom
predictors in an internet convenience sample. Traumatology, 11(4),
In contrast, the informants tend to be nonchalant and acquiescent to its 247-267.
consequences despite the negative impact it brings to them. It can also be Hall, H. R., & Graff, J. C. (2011). The relationships among adaptive behaviors of
concluded and hoped for the children who have lived in families to seek support children with autism, family support, parenting stress, and coping.
and gain the help that is necessary and that future research is conducted. Issues in comprehensive pediatric nursing, 34(1), 4-25.
Hurlock, E. B. (2001). Developmental psychology. Tata McGraw-Hill Education.
Javalgi, R. R. G., Granot, E., & Alejandro, T. G. B. (2011). Qualitative methods in
REFERENCES international sales research: Cross-cultural considerations. Journal of
Personal Selling & Sales Management, 31(2), 157-170.
Acemoglu, D., Johnson, S., & Robinson, J. A. (2005). Institutions as a Jones, J. (2012). Wheat Belly—An analysis of selected statements and basic
fundamental cause of long-run growth. Handbook of economic theses from the book. Cereal Foods World, 57(4), 177-189.
growth, 1, 385-472. Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative
Amato, P. R. (2005). The impact of family formation changes on the cognitive, research interviewing. Sage.
social, and emotional well-being of the next generation. The future of Langdridge, D. (2007). Phenomenological psychology: Theory, research and
children, 75-96. method. Pearson education.
Arowolaju II, A., & Gillum, R. F. (2013). A new decline in hospitalization with atrial Leflot, G., van Lier, P. A., Onghena, P., & Colpin, H. (2010). The role of teacher
fibrillation among the elderly. The American journal of medicine, 126(5), behavior management in the development of disruptive behaviors: An
455-457. intervention study with the good behavior game. Journal of abnormal
Astone, N. M., & McLanahan, S. S. (1991). Family structure, parental practices child psychology, 38(6), 869-882.
and high school completion. American sociological review, 309-320. Linley, P. A., & Joseph, S. (2011). Meaning in life and posttraumatic
Bricki, N., & Green, J. (2007). A guide to using qualitative research methodology. growth. Journal of Loss and Trauma, 16(2), 150-159.
Butler, L. D., Blasey, C. M., Garlan, R. W., McCaslin, S. E., Azarow, J., Chen, X. Livine, E. R., Speziale, S., & Willis, J. L. (2007). Towards the graviton from
Cole, T. J., Flegal, K. M., Nicholls, D., & Jackson, A. A. (2007). Body mass index spinfoams: Higher order corrections in the 3d toy model. Physical
cut offs to define thinness in children and adolescents: international Review D, 75(2), 024038.
survey. Bmj, 335(7612), 194. Locke, L. F., Silverman, S. J., & Spirduso, W. W. (2010). Chapters 6, 7, 8,
Corbin, J., & Strauss, A. (2008). Strategies for qualitative data analysis. Basics of 9. Reading and understanding research.
Qualitative Research. Techniques and procedures for developing Macenko, M., Niethammer, M., Marron, J. S., Borland, D., Woosley, J. T., Guan,
grounded theory, 3. X., & Thomas, N. E. (2009, June). A method for normalizing histology
Creswell, J. W., Shope, R., Plano Clark, V. L., & Green, D. O. (2006). How slides for quantitative analysis. In 2009 IEEE International Symposium
interpretive qualitative research extends mixed methods on Biomedical Imaging: From Nano to Macro (pp. 1107-1110). IEEE.
research. Research in the Schools, 13(1), 1-11. Mack, N., Woodsong, C., Macqueen, K. M., Guest, G., & Namey, E. (2005).
Denzin, N. K., & Lincoln, Y. S. (2008). Introduction: The discipline and practice of Qualitative research methods overview. Qualitative research methods:
qualitative research. a data collector’s field guide, 1-12.
DiCicco‐Bloom, B., & Crabtree, B. F. (2006). The qualitative research Magpantay, M., Malabrigo, P., Malijan, R., & Manarin, M. (2014). Behavioral
interview. Medical education, 40(4), 314-321. problems and coping strategies of selected adolescents.
Dundon, T., & Ryan, P. (2009). The qualitative research interview: Fashioning Moges, B., & Weber, K. (2014). Parental influence on the emotional development
respondent affinity. Journal of Management Research, 1(1), 1-12. of children. Developmental Psychology at Vanderbilt.
Englander, M. (2012). The interview: Data collection in descriptive Moschis, G. P., & Mitchell, L. G. (1986). Television advertising and interpersonal
phenomenological human scientific research. Journal of influences on teenagers' participation in family consumer
phenomenological psychology, 43(1), 13-35. decisions. ACR North American Advances.
Palmer, S., & Campbell, M. (2015, January). Text analytics visualisation of Van der Vyver, C. P., Van der Westhuizen, P. C., & Meyer, L. W. (2014). Caring
Course Experience Questionnaire student comment data in science and school leadership: A South African study. Educational Management
technology. In AAEE 2015: Proceedings of the Australasian Association Administration & Leadership, 42(1), 61-74.
for Engineering Education 2015 Annual Conference (pp. 1-10). School Wallerstein, J. (2019). The good marriage: How and why love lasts. Plunkett Lake
of Engineering, Deakin University. Press.
Parker, C., Saundage, D., & Lee, C. Y. (2011, January). Can qualitative content Willis, J. W., Jost, M., & Nilakanta, R. (2007). Foundations of qualitative research:
analysis be adapted for use by social informaticians to study social Interpretive and critical approaches. Sage.
media discourse? A position paper. In ACIS 2011: Proceedings of the
22nd Australasian Conference on Information Systems: Identifying the
Information Systems Discipline (pp. 1-7). AIS-Association of Information
Systems.
Penner, J. L., & McClement, S. E. (2008). Using phenomenology to examine the
experiences of family caregivers of patients with advanced head and
neck cancer: Reflections of a novice researcher. International journal of
qualitative methods, 7(2), 92-101.
Pickhardt, C. (2013). Surviving your child's adolescence: How to understand, and
even enjoy, the rocky road to independence. John Wiley & Sons.
Rappaport, L. (2013). Growing Up Great!. Understanding Children’s Reactions to
Divorce, 12.
Rey-Sanchez, F. R. A. N. C. I. S. C. O., & Gutiérez-Casares, J. R. (1997).
Paroxetine in children with major depressive disorder: an open
trial. Journal of the American Academy of Child & Adolescent
Psychiatry, 36(10), 1443-1447.
Ryan, A. K., & Willits, F. K. (2007). Family ties, physical health, and psychological
well-being. Journal of aging and health, 19(6), 907-920.
Silverman, D. (Ed.). (2016). Qualitative research. Sage.
Sinkovics, R. R., Penz, E., & Ghauri, P. N. (2008). Enhancing the trustworthiness
of qualitative research in international business. Management
International Review, 48(6), 689-714.
Speziale, H. J. S., & Carpenter, D. R. (2007). Action research method. Qualitative
Research in Nursing: advancing the humanistic imperative, 327-348.
Speziale, H. S., Streubert, H. J., & Carpenter, D. R. (2011). Qualitative research
in nursing: Advancing the humanistic imperative. Lippincott Williams &
Wilkins.
Starks, H., & Brown Trinidad, S. (2007). Choose your method: A comparison of
phenomenology, discourse analysis, and grounded theory. Qualitative
health research, 17(10), 1372-1380.
Tenibiaje, D. J. (2013). Educational attainment and peer group influence as
predictors of recidivism. International Review of Social Sciences and
Humanities, 5(1), 30-37.
Thanh, N. C., & Thanh, T. T. (2015). The interconnection between interpretivist
paradigm and qualitative methods in education. American Journal of
Educational Science, 1(2), 24-27.
Tufford, L., & Newman, P. (2012). Bracketing in qualitative research. Qualitative
social work, 11(1), 80-96.
 SECONDARY TEACHERS HANDLING KINDERGARTEN CLASSES: Kindergarten teachers have a lot of the same responsibilities of other
STORIES TO TELL teachers but also have to take into account that many of their students will be
experiencing school for the first time. They must teach students basic skills in
reading and writing in addition to showing them how to behave in the classroom
Clark Von Cagas Rollon and play nicely with others. They need to be able to assess where students are
Warior Briones Mangubat academically and emotionally in order to set goals for the class and individual
Lyndon A. Quines students. With the exception of extracurricular activities such as physical
Geraldine D. Rodriguez education, art class, or lunch, all lessons are typically conducted in one classroom
(Hargreaves, 2000).

ABSTRACT Secondary school teachers instruct students in junior and senior high
schools. They conduct classes in academic subjects, such as English and
The purpose of this study was to describe the stories of the secondary teachers Mathematics, or skills, such as mechanical drawing and woodworking. They start
handling kindergarten classes’ on their pedagogical journey towards achieving with the basics and add complexity to spur students' imaginations and intellects
excellence in their chosen profession. Qualitative phenomenological approach and to prepare them for advanced education and jobs as adults. In contrast with
was employed to 3 secondary graduate teachers who are handling kindergarten this, sometimes in other places, some secondary teachers are teaching
class in both private and public schools. To gather data, in depth interview were kindergarten classes and this would be a very challenging task for them (Oakes,
conducted. The results of the interview were transcribed, translated and coded to & Guiton, 1995).
produce themes. As regards the experiences of secondary teachers handling
kindergarten in both Private and Public Schools, the following were the themes: A study has examined how teacher as to their teaching experience,
being apprehensive, self-actualization, contemplating to be in the training ground perceptions of teacher collaboration and teacher influence and classroom as to
and welcoming the chance. Looking upon their challenges to ensure effective children’s engagement characteristics predicted teacher self-efficacy for 48
teaching, the following themes were created: qualifying oneself to be the best and preschool teachers in the United States of America. Results showed a significant
stimulating the positive world of effort. As to their insights, the following themes interaction effect between teachers’ perceptions of collaboration and children’s
were generated: having determined determination, and having magnanimous engagement in predicting teachers’ reported self-efficacy. Specifically, a higher
behavior. level of children’s engagement was associated with a higher level of teacher self-
efficacy when teachers worked in preschool with high levels of staff collaboration.
Teacher experience and influence in decision-making were not related to teacher
Keywords: kindergarten, secondary teachers, stories to tell, educational self-efficacy. Implications for early childhood teacher education and professional
management, Philippines development are discussed (Guo, Justice, Sawyer, & Tompkins, 2011).

As a matter of fact, we the researchers did not come across any

INTRODUCTION qualitative study about the secondary teachers handling kindergarten classes:
some stories to tell. This prompted the researchers to conduct this study in order
to know the experiences and different processes undergone of these teachers
“You know what sir, when I see the development of the children from the start to from all walks in life.
the end, it really makes me so happy. When I see them writing using the proper
pencil grip it really gives bliss in my heart. The only struggle in teaching
kindergarten is that the children are so mischievous. For me, this job is really not Purpose of the Study
easy.” (Lala)
The purpose of this phenomenological study was to describe the stories
A statement from one of our interviewees which is Lala, she is a told by secondary teachers handling kindergarten classes. It involves
graduate of Bachelor of Physical Education major in School P.E. She wanted to kindergarten teachers whose years of teaching experiences are five years and
teach in kindergarten because she really likes children and she is happy when below; which, according to the Manual of Teachers Induction Program (TIP), still
she sees development in them.
belongs to the newly hired teacher’s category. This involves three teachers This study is viewed from the lens of Rosen (1972) which is about
handling kindergarten classes particularly of General Santos City Division. Career Mobility Theory. He stated that education-occupation mismatch is a
measure of the deviation between the formal education obtained by workers and
This study records the experiences of the secondary teachers handling the education required to perform a job, is typically referred to as ‘over-education’.
kindergarten classes including their greatest struggles with fear, disappointment, Over education has been shown to impact wages (Groot and Maassen van den
stress, lessened self- confidence, feeling of inadequacy, inferiority, and the Brink 2000).
inability to handle the hurdles as a secondary teacher graduate. Furthermore, the
researchers will try to let participants of the study relive in their minds the On the other hand, skill under-utilization, referred to as ‘over-skilling’,
experiences they have and listen to the stories they will tell. provides a more direct measure of the difference between knowledge and skills
accumulated by workers and the actual skill requirements of their jobs. Over-
Aside from the written statements taken, the use of tape recorders is skilling has been shown to impact job satisfaction and mobility (Allen and van der
extensively used during the in-depth interview. Different statements heard about Velden 2001). Career mobility theory, proposed by Rosen (1972), offers an
the stories told will be clustered to group them into themes. These refer to the explanation of sustained skill mismatches in the job market. This theory was
participants’ experiences in common. Thus, in-depth interview will open them to extended to occupational mobility by Sicherman and Galor (1990) as an
recall stories which will be utilized and recorded. extension of human capital theory. Over-education may be a part of the career
mobility process and is part of a phase of insertion and adaptation in the early
This study will be conducted to hear, observe and write the stories stages of the working life (Groot and Van den Brink, 2003).
narrated by the teachers handling kindergarten classes about their experiences;
may it be pleasant, joyful, painful or fearful. These stories might be because of Significance of the Study
their pedagogical training and preparations, the gender they belonged to, their
age, and even their personality and beliefs including the place of their Even how fearful is one’s journey toward excellence in the teaching
assignments which gave the most interesting and worst experiences as one profession, it was of timely importance to conduct this study to listen to the
travels on the journey toward excellence in their chosen career. secondary teachers handling kindergarten classes, their stories of insecurities
related to their pedagogical trainings and preparations; limited experience,
Furthermore, the stories include information which helps them choose personality and beliefs; stories of joys and pleasures because of positive image
teaching kindergarten to be their profession. It also includes the problems they created in the minds of the students and community; stories of pains because of
encountered during their years of teaching as well as the coping mechanism they the work assignment as well as stories of disappointments and heartaches
adapted to ensure effective teaching and learning. Moreover, it also includes because one was unable to practice educational philosophies as they expected
stories about the support they receive from their colleagues and finally their hopes and to which he highly adhered to as well as the learning theories or the school
and dreams as teachers as well as the insights they could share to other teachers. of thoughts he or she embraced (Mannings and Curtis, 2010).

Research Questions This study would be beneficial to a group of people, especially those
who are interested in cultivating the potentials of secondary teachers to become
1. What are the pedagogical experiences of the teachers handling future excellent mentors. Moreover, the results of the study would help the higher
kindergarten classes? officials of the public schools especially the school administrators, because it
2. What are the coping mechanisms that secondary teachers would provide with data on what topics and important trainings to be included
handling kindergarten classes adopt in order to ensure effective teaching during the induction of kindergarten teachers. They would become aware of the
learning? insecurities and fears of the teachers to let them be supportive and patient to their
3. What are the insights that the secondary teachers handling needs (Ormrod, 2012).
kindergarten classes share to other teachers and to the academe in general?
This study will also inspire the public secondary teachers to be mentors
who would be aware that as time goes by, they need to update their knowledge
Theoretical Lens and skills in teaching so that they would not be obsolete but remain excellent as
modern teachers who know how to teach the M-kids Generation of today.
Findings would also encourage secondary teachers handling kindergarten
classes to improve their teaching instruction skills and to go on discovering personal characteristics of a teacher that would in one way or the other affect
teaching strategies that would be appropriate to the present generation. They their teaching strategies and instructional activities in the classrooms.
would be guided on how to be adaptable and flexible to adjust to the culture of
the workplace, to avoid more anxieties and fears of whatever would happen along There are specific questions prepared concerning the main focus of the
the way while equipping themselves with the necessary skills and knowledge to study whereby it help the subjects of the study relive those experiences which are
become effective teachers of the future (Good & Brophy, 2010). painful, happy, or even full of insecurities and anxieties. They are also assured
that whatever stories they share, these will be kept confidential by observing
Moreover, the information gathered would also motivate parents to be ethical standards of reporting results in research works.
understanding, more cooperative and supportive of the needs of the school upon
knowing that teachers have passed many experiences before they would become Data or information gathered are not specifically describe by the
experts of their chosen career in helping children to achieve what are required of selected participants and will not generally represent the different events
them. As a researcher, we would be more understanding and patient in guiding secondary teachers handling kindergarten classes, these will only be true to the
and assisting the secondary teachers handling kindergarten classes in case they place where the subjects of the study are presently assigned. However, this can
approached and needed help from them. Lastly, for the other researchers, be conducted in other schools, districts, and division to compare results.
information gathered would help them think of some other variables to investigate
related to the lives of secondary teachers handling kindergarten classes which
would inspire the young generation to take the teaching profession as their career
in life. METHODOLOGY

Delimitation and Limitations Research Design

The study involves three public and private secondary teachers handling In this study, the descriptive qualitative phenomenological method was
kindergarten classes for in-depth interview all secondary public teachers from employed because the researchers went to a particular setting of interest to
Region XII only, particularly General Santos City Division. The data are gathered collect the data, to describe the natural setting of the direct source of data and
from three teachers. the researchers as well as the key instrument. Phenomenology is concerned with
the study of human perception of events or phenomena from the actual
This study focuses on finding out different kinds of stories told by happenings in the real world. It was reliving the experiences of participants who
secondary teachers handling kindergarten classes about their experiences while were involved in the study going deeper into their thoughts and identifying the
they teach kindergarten classes. It involves secondary teachers handling essence of the experiences as described by the participants, though lengthy
kindergarten classes in public schools from Region XII particularly from General discussions (Campbell, 2007; Creswell, 2007; Speziale and Carpenter, 2007;
Santos City Division. Willis, 2007).

The data gathered through in-depth interview were guided by questions We will use the phenomenological approach because it is a powerful
which relived experiences of how the secondary teachers handling kindergarten tool in getting a clear understanding of human experiences, penetrating into their
classes are able to survive various challenges that come along their way. The thoughts, feelings and actions in order to gain insights from their experiences. It
use of tape recorders was availed and varying experiences gathered are will clearly illustrate the specific details of the experiences and how they seen by
clustered into themes for easy understanding and interpretation. the subjects in the situation. It is an appropriate instrument in our study wherein
we needed to envision and explore the actual experiences of my participants who
Focus group discussions and note taking are employed to clarify and are secondary teachers handling kindergarten classes.
validate information gathered. These strategies are commonly used if one is
conducting a phenomenology study. Information gathered are limited only to the
pedagogical journey of the participants, and these situations closely relates to the
practice of the pedagogy of teaching and the coping mechanisms they may
employ to ensure an effective teaching learning process. It was confined to the
Role of the Researcher development of psychology such as Freud, Piaget and Skinner built their theories
based on research, including only a minimal number of subjects and without
We are taking this kind of research to capture the important relying on statistical analysis (Giorgi, 2009; Kvale and Brinkmann, 2009; Quellet,
phenomenon of the secondary teachers handling kindergarten classes. Since this Rainville, Bouchard and Belly, 2009).
study has a personal meaning for us, being a teacher ourselves for two years and
a Master of Education student now and conducting this study augmented the focal Before the actual interviews, we had a preliminary meeting with some of
point of provisions of secondary teachers handling kindergarten classes and their the participants and informants who had a little chat with me to gain their trust
struggles towards this job mismatch. As a good citizen of this country, we will and confidence, as well as develop camaraderie. This was also an opportunity
ensure that the government and school administration should consider looking on for us to explain the purpose of the study, the importance of their role in the
the job description of the teacher applicant before allowing them to work on a outcome of the research study, addressed their questions as well as concerns,
specific task. review some ethical considerations and completed the consent forms. This was
also a good chance to review the research questions with the participants. In this
As a researcher, we will identify first the participants of the study and way, they would have the time to ponder on their experiences before the actual
invited them to be part of this professional endeavor. We personally collected the in-depth interview. This was very important in doing a qualitative research
data by having the in-depth interviews with all the three informants, which we because the establishment of a good level of rapport and empathy is critical to
conducted, with the assistance of a colleague who took notes during the developing a positive relationship during in-depth interviews and consequentially,
interviews and served as one of our independent readers and analysts. We also gaining depth of information, particularly where investigating issues where the
asked the assistance from another independent reader and analyst. We analyzed participant had a personal stake (Bloom and Crabtree, 2006; Denzin and Lincoln,
the gathered data from the audio recordings of the interviews. After that we ended 2005; Dundon and Ryan, 2010).
up with the same findings, we will use the expertise of a professional data analyst
for data analysis and interpretation and thereafter form our personal insights. Only public secondary teacher handling kindergarten classes who had
experienced significant situations being a part of a peer group were part in our
study. We see to it that our informants are prepared and adequately oriented on
Research Participants their involvement. On the preliminary meeting, it was explained that in the actual
interview, the flashback of those painful memories or struggles of being a
Prior to the conduct of our study, we will identify some of my informants. graduate of secondary education then handling kindergarten classes would be
The identified informants were public school secondary teachers, whom we inevitable so they had to prepare their heart and mind to combat those negative
choose through purposive sampling as our participants based on a pre-selected burst of emotions. We assured them that we understand their doubts and
criteria relevant to the research study (Richards and Morse, 2006; Saunders, apprehensions and we would never intend in any way, to cause them harm. We
2012; Speziale and Carpenter, 2007) in this case, they were all public school see to it that they felt comfortable, as we encouraged openness. We conveyed
secondary teachers handling kindergarten classes. They are referred here in this the message that they were important to us and expressed sensitivity to their
study as targets and participants of this study. feelings. When embarking in qualitative interview, the researchers need to be
aware of the situation and culture in which the respondent is located, to be polite,
To obtain a good quality of qualitative research, we opted to get just a display courtesy and facilitate talk without judgment or critical opinion in order to
considerable number of participants for our research with few informants first for establish trust (Silverman, 2006).
the in-depth interviews. We believed that this was already a considerable number
of participants, adequate to provide credible information and significant results We emphasized to them also that we might encounter problems along
and findings. the way but the outcome of the study would be very relevant in solving the
problem of secondary teachers handling kindergarten, which most people are not
With due consideration, Creswell (2006) suggested that researchers aware the problem exist. We made them understand that their contribution to this
may adopt 5 to 25 people who had been through the same phenomenon for in- study could make a difference in the lives of freshmen and sophomore students.
depth interviews. Englander (2012) stated that, in qualitative research, the
researcher seeks knowledge by deeply getting into the core of the experience, to
look for the essence of a phenomenon, not “how many” people who have Data Collection
experienced such phenomena. Furthermore, important figures in the
 In the collection of data of the study, we underwent the processes The following research questions made possible the production of data from the
namely: in-depth interviewing with the study-informants, conducting focus group informants.
discussion with the participants and note-taking. 1. What are the pedagogical experiences of the teachers handling
kindergarten classes?
Before conducting the actual in-depth interviews with the study 2. What are the coping mechanisms that secondary teachers
participants, we made sure that ethical considerations were properly observed. handling kindergarten classes adopt in order to ensure effective teaching
We applied the key principles of ethical issues (Bloom and Crabtree, 2006; Bricki learning?
and Green, 2007; Kaiser, 2009; Mack et al, 2005) that should be considered in 3. What are the insights that the secondary teachers handling
any research study which are consent and confidentiality. kindergarten classes share to other teachers and to the academe in general?

Analysis of Data This chapter is divided into four parts. Part 1 deals with the participants’
data from which the qualitative data were collected. This portion deals with their
In every data gathered, analysis will follow. This is the time where the gender and years of teaching experience in kindergarten as well as where they
researcher tried to breakdown all the information gathered to understand them come from. Part 2 covers the data analysis procedures and the steps in the
better so that every element would be placed in its respective order to give due it categorization of the essential themes and thematic themes that emerged from
explanation and meaning. As Hancock et al 2007) points out that analysis of the the statements on secondary teachers handling kindergarten classes cope with
data in a research study involves summarizing the mass of data collected and their situations which they answered during the in-depth interview. Part 3 tackles
presenting the results in a way that communicates the most important features the responses to the in-depth interviews questions under each research problem
(Hancock et al, 2007). Data were analyzed using a method which included data and part 4 contains the summary of the informants ‘and participants’ responses.
reduction, data display, conclusion drawing and verification (Zhang and
Wildemuth, 2007), adding that qualitative content analysis is “any qualitative Participants
material and attempts to identify core consistencies and meanings”.
Key informants. There were three key informants in this study, one
Trustworthiness woman and two men who are all currently teaching in kindergarten classes
around General Santos City. Their teaching experiences ranged from one year to
To come up with trustworthiness in our study, we followed its four four years. They were selected on the basis of their experiences as kindergarten
components to establish it as follows: credibility, conformability; transferability teachers. The experiences of these individuals would be used to help solve issues
and dependability. related to the pedagogical journey of secondary graduate teachers who are
teaching kindergarten classes. For purposes of confidentiality, the participants
Ethical Consideration were given pseudonyms as presented in Table 1.
Our research study involved teachers and educators and some of whom
were hesitant to disclose information out of fear and withheld some data. In-depth interview. In-depth interview was conducted with three
However, as part of research rigor, several safeguards were applied that erased participants, one female and two males. All of them were from the same locale
their fears and promoted trust. we ensured that our study was guided by ethical and were selected in the same way as the informants. The teaching experiences
principles as described by Mack et al (2005), namely: respect for persons, of the focus group participants ranged from one to five years. The discussion was
beneficence, justice, consent and confidentiality. conducted to gain additional insights and constructs on the pedagogical journey
of kindergarten teachers in the workplace and to strengthen and confirm the
findings. To conceal the true identity of the participants, the use of the
RESULTS participants’ real names during the discussion were avoided. They were referred
to according to their number in the table.

Presented in this chapter are the experiences of the study participants, Research Question No. 1: What are the pedagogical experiences of the
their insights and discernments as well the concepts which emerged from the teachers handling kindergarten classes?
information gleaned through in-depth interviews and focused group discussion.
 In order to generate discussion for the above research problem, the In order to help secondary teachers handling kindergarten classes
following questions were asked during the in-depth interviews. What is the most lessen the weight of encountering more problems, the following research
unforgettable experience you have during your teaching? What made you decide questions were asked during the in-depth interviews. What are your preparations
to accept the offer? before teaching the pupils? What are your realizations in teaching kindergarten
From the data collected on the experiences of the study participants, pupils?
four major themes emerged as presented in Table 2. These themes are: Being From the data gathered, two major themes emerged: Qualifying oneself
apprehensive, Self-actualization, Contemplating to be in the Training, Welcoming to be the best and stimulating the positive world of effort. These two major themes
the Chance. emerged are presented in Table 3.

Table 3
Themes and Core Ideas on how Secondary Teachers Handling Kindergarten
Classes cope with the challenges on the Teaching and Learning Process.
Table 2
Experiences of Secondary Teachers Handling Kindergarten Classes. Major Theme Core Ideas
Preparing my whole self to be good looking and
more presentable.
Major Theme Core Ideas
Qualifying Oneself to Preparing the materials needed for my
I am not expecting that there is something that will be the Best discussion.
happen during the discussion. Preparing the students in a proper or right
Being They act more than I expect from them. manner.
Apprehensive Preparing myself to be more active and more
I’ve also experience that something happened but I don’t patient. .
know what to do. Preparing myself to be more considerate in
There was a fulfillment in terms of giving credits or terms of time management.
Self- complements to the students.
Actualization They are able to showcase their capabilities in their own I felt so excited because I know it’s something
goods. new.
I also ask my parent to have their own opinion. Stimulating the I am very much happy to see new faces that are
Contemplating Positive World of Effort willing to learn new things.
to be in the I also consider this as my first working experience.
Realization that for every day is a new day.
Training Ground I felt like things happen everywhere either
To experience the different teaching opportunities.
positive or negative.
Accept the opportunity straight away.
Welcoming the
Chance Accepting that teaching profession is a great opportunity.

Research Questions No. 3: What are the insights that

the secondary teachers handling kindergarten classes
Research Question No. 2: What are the coping mechanisms that secondary share to other teachers and to the academe in
teachers handling kindergarten classes adopt in order to ensure effective general?
teaching learning?
 The following questions were asked during the in-depth interview to find On issues related to the experiences of secondary teachers handling
out what insights the secondary teachers handling kindergarten classes can kindergarten classes in both private and public school, there were four major
share to other teachers: What are the tips that you can give to the other secondary themes that appeared which were related to being apprehensive, self-
teachers handling kindergarten classes? What are the things that the teacher actualization, contemplating to be in the training, and welcoming the chance. Most
should not do during teaching kindergarten? of the responses were focused with being apprehensive.

From the data collected on the insights that secondary teachers handling On issues related to how the participants respond to the coping they
kindergarten classes can share with other teachers, two major themes emerged implemented to meet the challenges to ensure effective teaching-learning, there
as presented in Table 4. These themes are: Having Determined Determination were two major themes that served as the root codes to represent the responses
and Having Magnanimous Behavior. they gave. These major themes were: qualifying oneself to be the best and
stimulating the positive world of effort. Majority of the ideas gathered about the
issues were focused on stimulating the positive world of effort.

Table 4 Lastly, on the issues related to the insights the respondents could share
Insights of the Secondary Teachers Handling Kindergarten Classes. with other secondary teachers handling kindergarten classes, there were two
major themes also that appeared where ideas were highly related to having
determined determination and having magnanimous behavior. More of the ideas
Major Theme Core Ideas
taken from the issue fall with equal emphasis on determined determination.
Just enjoy the things that you really love Secondary teachers handling kindergarten classes during the in-depth interviews
to do. showed varied manifestations of what they experienced as teachers in
Ready yourself in terms of physical, kindergarten, how they coped with the diverse challenges they encountered, to
Having Determined emotional, spiritual aspects. ensure effective teaching-learning, and what insights they could share to other
Determination Don’t give up those things that really teachers.
bother you because it’s just a challenge.
Be flexible and open- minded to The informants felt that after all, teaching is a noble profession, that in
everyone. every success of coping to the challenges encountered as experienced, there are
Reflect yourself from one another. many beautiful lessons in life of a teacher that could be shared to with those who
The feeling is very important, want to become a teacher. It is with pride in every heart of the Filipino teachers
understand one another. that teaching became professionalized in the Philippines. As proclaimed in PD
Having Magnanimous Behavior Be considerate in terms of negativity, do 1006, as cited by Bilbao (2012), it was premised that in recognition of the vital
give chances. role of teachers in nation-building and give incentive to raise the morale of
Do not pinch the students teachers, it is imperative that they be considered as professionals and teaching
Do not get physical with the students be recognized as a profession.
Refrain from saying bad words and
avoid getting beast mood / angry as
always. DISCUSSION

As this study has clearly indicated its purpose to explore the dynamics of
secondary teacher handling kindergarten classes. Results of this study can aid in
Chapter Summary creating evaluation system on dynamics of teachers influence that truly respond
to the reasons to students’ performance and to understand what stimuli have to
Based on the responses of the in-depth interview informants, the motivate kindergarten students to increase their interest in academics while
following issues were identified. cultivating their child’s life. It aims to go deeper into the core of the issue to bring
the experience and insights of the participants to the surface to find out what
constructs may be derived from the findings.
 It says that the comprehensive evidence-based interventions are Contemplating to be in the Training Ground. In the study of Van
needed to help early childhood educators manage challenging student behaviors. Acker, Grant, & Henry, (1996) and Suter, (2012) some educators step foot inside
One such intervention, class-wide function-related intervention teams, is a multi- a classroom and know they’ve embarked upon their lifelong calling. Perhaps they
tiered behavioral intervention program based on positive behavior support enjoy the intellectual acrobatics required for engaging instruction. Or maybe they
principles. Results demonstrated efficacy of the program as early childhood feel fulfilled when they see students succeed. But it’s not uncommon for
teachers increased their praise rates and decreased their reprimand rates, and educators to eventually decide that in-class instruction may not help them achieve
students responded with increased on-task behavior and fewer classroom all of their career or life goals. Some feel compelled to make a different type of
disruptions. Study implications and limitations are addressed. impact. If you count yourself among them, you could have any number of reasons
for contemplating a career change.
But then, we will use the phenomenological approach because it is a
powerful tool in getting a clear understanding of human experiences, penetrating Welcoming the Chance. Barron (2006) and Elder & Shanahan (2007)
into their thoughts, feelings and actions in order to gain insights from their said that as knowledge regarding human development and learning has grown at
experiences. It will clearly illustrate the specific details of the experiences and a rapid pace, the opportunity to shape more effective educational practices has
how they seen by the subjects in the situation. It is an appropriate instrument in also increased. Understanding how developmental processes unfold over time
our study wherein we needed to envision and explore the actual experiences of and interact in different contexts can contribute to more supportive designs for
my participants who are secondary teachers handling kindergarten classes. learning environments. Furthermore, general trends in development are modified
by interactions between unique aspects of the child and his/her family,
Seeing causal connections fosters acquisition of key teaching skills and community, and classroom contexts.
knowledge, such as identifying student needs, formulating instructional plans,
and using evidence to refine instruction. These outcomes are more likely when Coping Mechanisms of secondary teacher handling kindergarten classes
teams are teaching similar content, using an inquiry‐focused protocol, and have
stable settings in which to engage in continuous improvement. Qualifying oneself to be the Best. According to Berger, (2003);
Experiences of secondary teachers handling kindergarten classes Uslaner and (2002) as well as Todaro, (1977), brains develop faster than at any
other point in their lives, so these years are critical. The foundations for their social
Being Apprehensive. According to Recchia, & Puig, (2011), preparing skills, self-esteem, perception of the world and moral outlook are established
teachers to meet the needs of children. General education teachers feel during these years, as well as the development of cognitive skills. Young children
unprepared, and attrition and teacher shortages in special education remain high. are not like other students. Their needs are unique and you must be aware of
Despite a trend toward inclusive education, many children continue to be this. It is important to understand that you could be one of the first adults a young
educated in segregated settings. It explores the potential challenges and learning child has interacted with outside of his or her own family. With prior experience
opportunities that self-contained settings offer early childhood education teachers with people with exceptional needs had significantly higher levels of self-efficacy
in training. Through an analysis of their weekly student teaching journals, we than those without prior experience; however, both groups experienced
explored students’ experiences in segregated early childhood special education significant gains after the course and the field experience. Findings were
classrooms and implications for teacher education. Our findings revealed that discussed, and implications for practice and future research were suggested.
including a self-contained setting as one of several field experiences encouraged
future teachers to think flexibly about teaching children with special needs while Stimulating the Positive World of Effort. Bénabou, & Tirole (2002)
enhancing their understanding of the principles behind the continuum of services. and Astin, Astin, & Lindholm (2010) said that motivation helps a lot. It helps to
Self-Actualization. In the lens of Kagan, (1992) and Hargreaves, increase the inner strength of a student, moreover it increase the inner
(2000) research attention has been given to the induction stage of beginning confidence. A very tough subject also seems to be easy if there is a full of
school teachers worldwide, there is a limited knowledge base on the experiences confidence & full inner strength on students inside. They can do a big thing in
of new secondary teachers handling kindergarten classes at this stage, despite future. At that time when they are successful on their own field, they can't forget
the different work tasks and contexts of both groups of teachers, the purpose of those prof. who had motivated once a time. Teaching is where your knowledge is
the current study was to explore their career issues and experiences at this critical really tested and you are forced to look for answers to all types of questions asked
stage, and to identify personal and contextual determinants affecting these issues by the army of your students and you do make the best efforts to find there
and experiences. reasonable answers in order to save your honor and on the way you learn a lot.
 so. While there are developmental constraints on children’s competence, those
Insights of secondary teachers handling kindergarten classes constraints serve as a ceiling below which there is enormous room for variation
in growth, skill acquisition, and understanding.
Having Determined Determination According to Marzano, Marzano, &
Pickering, (2003) and Stiggins, & Conklin, (1998), teachers play various roles in But then, according to Tomlinson, (2005) and Good, (2006) as well as
a typical classroom, but surely one of the most important is that of classroom Silver et al., (2009) and Abdel, (2011) and Watts-Taff et al., (2013), we may find
manager. Effective teaching and learning cannot take place in a poorly managed a solution if we first indulge in one of the main objectives of differentiated
classroom. Effective teachers appear to be effective with students of all instruction in providing an educational environment that meets various learning
achievement levels regardless of the levels of heterogeneity in their classes. A needs of students by considering their individual differences. It helps the
self-determined student takes action based on an understanding of options and kindergarten teacher design and implement educational lessons, achieve the
with specific goals in mind. Self-determination instruction is often used with learning demands of students, and make good decisions in classroom settings
students who have special needs and may improve success as an adult. Students recommend that we may consider first the needs of our student by knowing their
need a supportive environment to develop self-determination skills. strength and weaknesses in learning.

Having Magnanimous Behavior. In the lens of Boekaerts, & Corno, On contemplating to be in the Training Ground. We may maintain
(2005) and Dweck, (2002), the reality should be more openly accepted. Education the positive relationship among our students, teachers and the administrators
in any form, in fact, is a moral matter, and cannot be otherwise. I have often said may create a harmonious leaning environment. When students are nurtured in
that teachers are professors of ethics, for what they do, how they behave, and such surroundings, they are likely to increase their intellectual accomplishments
what they value. You are not just instructors, but are also the chief lesson and the and learn more effectively.
only one that they can be sure every student in their classes will learn. This
concept was first proclaimed to educators, as far as I know, by L. Thomas Hopkins On Welcoming the Chance. Teacher characteristics and student
in 1936 when he stated, "What a teacher really teaches is himself. achievement growth are currently a significant topic of investigation in the
educational accountability arena. Given the environment of high-stakes
Implications for Practice accountability associated with the No Child Left Behind legislation and state
accountability systems, staffing all classrooms with highly qualified teachers is a
Based on the findings, the following implications for practice are offered: critical national concern.

On Sense of Being Apprehensive. Active learning is a pedagogical We may give tasks to the students in forming groups of identical and
construct widely appealed to within the global discourse of lifelong learning. prefer to give tasks related to their backgrounds and even sometimes where the
However, an examination of the literature reveals a lack of clarity and consensus matter is related to the ethnicity or religion to persons do not belong to the same
as to its meaning. back ground and thereafter they present their project work before entire class.
We may help our teachers as well as ourselves by preparing each time And keep them open for questions. We found positive results of this pattern.
that you walk into your class. Children know when their teacher has done their
homework and they respect the fact that their teacher cares enough about their To be an effective teacher we may create an enriching effect on the daily
learning to prepare themselves to teach the lesson. Each day we should carefully lives of children and their lifelong educational and career aspirations. We now
plan your day by developing a daily schedule as well as a lesson plan because know empirically that we effective teachers also have a direct influence in
we don’t know what will happen that is closely aligned to the stipulations provided enhancing student learning. Years of research on teacher quality support the fact
by the school district. These plans may universally address needs as well as the that we effective teachers not only make students feel good about school and
learning styles of each student in our classroom; in other words students who are learning, but also that their work actually results in increased student
visual learners may be given lessons and activities that comply with their style of achievement. Studies have substantiated that a whole range of personal and
learning, students who are overachievers may have additional assignments that professional qualities are associated with higher levels of student achievement.
they can independently complete and so forth.
On Qualifying Oneself to be the Best I think that the ability to flexibly
On Self-Actualization The young children today are capable of adapt and problem solve are crucial aspects of 21st century learners, and that
understanding and actively building knowledge, and they are highly inclined to do these qualities need to be reflected in teaching and pedagogy. The world of work,
and the displaced nature of work, means that students need as core qualities activity without actually exerting the necessary mental effort to understand and
adaptability and innovation. master the knowledge, craft, or skill that the activity promotes.

We may assess processes that helps to focus attention towards what We may encourage the students to create their rules and procedures,
matters most in education, beyond just access and participation. The actual teachers must take action either to recognize or to correct student behavior. Such
learning outcomes of each student. Gathering information on where students actions are referred to as consequences. Effective consequences preserve the
stand in their learning and the progress that they have made is key to designing student’s dignity and increase his or her motivation to behave appropriately. Like
strategies for the further improvement of teaching and learning. Sharing such rules, they should be age-appropriate. Consequences work best when they are
information that education system is essential to meet information needs and also: Clear and specific, directly related to rules and procedures, Arranged in
support decision making at the classroom, school and education system level. levels of intensity or a hierarchy of alternatives.

On Stimulating the Positive World of Effort. Definitely, it is a tough Implications for Future Research
task, but being a secondary teacher handling kindergarten classes we are
responsible for handling these situations. Generally we may give tasks to the Basically, statistics teaching can be more effective if secondary teachers
students in forming groups of identical and prefer to give tasks related to their handling kindergarten classes determine what it is they really want students to
backgrounds and even sometimes where the matter is related to the ethnicity or know and do as a result of their course - and then provide activities designed to
religion to persons do not belong to the same back ground and thereafter they develop the performance they desire. Appropriate assessment needs to be
present their project work before entire class and keep them open for questions. incorporated into the learning process so that teachers and students can
We found positive results of this pattern. It is a big challenge for the teacher. We determine whether the learning goals are being achieved - in time to do
think that experience is very important. Additionally, well prepared exercises and something about shortcomings before the course is over.
group work are expected to have positive impact on students' performance.
Secondary teachers handling kindergarten classes need to consider the
On Having Determined Determination In the lens of Kim, (2005). The implications of research findings and determine how they relate to particular
beliefs about the nature of teaching and learning which the focus are include courses, students, and available resources. There is not just one blueprint for
“direct transmission beliefs about learning and instruction” and “constructivist change.
beliefs about learning and instruction”. These dimensions of these beliefs are well
established in educational research at least in Western countries and have also Statistics educators should think about and continually assess their
received support elsewhere. personal theories of learning and teaching in light of the evidence classroom
experience provides. Secondary teachers handling kindergarten classes should
Educators may be trained not to expect much from the teaching field experiment with different teaching approaches and activities and monitor the
because working with consistently well-behaved, enthusiastic, successful results, not only by using conventional tests but by carefully listening to students
learners who enjoy sitting quietly in rows listening to teachers lecture at them. Nor and evaluating information reflecting different aspects of their learning. In this
do most teachers anticipate that all their students will dutifully use their highest way, teachers may continually analyze and refine their theories of how students
cognitive processes to memorize, prioritize, analyze, and reflect on everything learn statistics.
they hear. There may be some days when such a prospect is appealing, but for
the most part, teachers and students have at least one thing in common: their Every students should be encouraged to assess their own learning as
brains are inspired and stimulated by challenge. well as their notions of how they learn, by giving them opportunities to reflect on
the teaching/learning process.
On Having Magnanimous Behavior When we think of student
engagement in learning activities, it is often convenient to understand The current study could also be strengthened by including another
engagement with an activity as being represented by good behavior as to secondary teachers handling kindergarten classes who teaches a class of
behavioral engagement, positive feelings as to emotional engagement), and, students with similar ability levels and dispositions for participating in off-task
above all, student thinking as to cognitive engagement (Fredricks, 2014). This is behaviors. Being able to compare results from multiple teachers would help
because students may be behaviorally and/or emotionally invested in a given validate the results of the study.
 Future research could build on this study by duplicating the intervention the common lecture entered model, we explored a model of instructional delivery
with different populations. For example, future research could include a larger where our undergraduate and graduate classes were structured so that students
population comprised of both boys and girls. had opportunities for daily interaction with each other. Specifically, we examined
how students perceived the value of social interaction on their learning by
Furthermore, once the secondary teachers handling kindergarten reflecting on their classroom experiences at the end of each class period. Three
classes has established positive relationships with the targeted students, the literacy teacher preparation courses during a summer session were chosen for
interactions should be phased out so that it does not appear the teacher favors this study based on the highly interactive nature of each course.
certain students over others. Greeting students as they enter class and saying
goodbye as they leave can occur throughout the entire school year, but the
implications of extra conversation for selected students’ needs to be considered REFERENCES
when duplicating this intervention.

Since the primary goal of education is to increase academic skill Allen, J., and R. van der Velden. 2001. “Educational Mismatches versus Skill
development, it would be valuable to examine the academic growth of students Mismatches: Effects on Wages, Job Satisfaction, and On-the-job
during the intervention. Future studies could implement a similar intervention but Search.” Oxford Economic Papers
collect data that not only tracks the number of off task behaviors in which the
students participate but also any changes in their academic performances. Astin, A. W., Astin, H. S., & Lindholm, J. A. (2010). Cultivating the spirit: How
college can enhance students' inner lives. John Wiley & Sons.
Concluding Remarks Ayers, W. (2015). To teach: The journey of a teacher. Teachers College Press.

Generally, building and maintaining positive teacher-student Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., &
relationships is essential for success in the classroom. This study examined the Burns, S. (2008). Educational effects of the Tools of the Mind curriculum:
effect of secondary teachers handling kindergarten classes as a simple A randomized trial. Early childhood research quarterly, 23(3), 299-313.
relationship in building strategies on the academic performance and behaviors of Barron, B. (2006). Interest and self-sustained learning as catalysts of
students who were engaged. development: A learning ecology perspective. Human development,
In some cases, young children are capable of understanding and 49(4), 193-224.
actively building knowledge, and they are highly inclined to do so. While there are Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing,
developmental constraints on children’s competence, those constraints serve as critical thinking, and active learning in the classroom. John Wiley &
a ceiling below which there is enormous room for variation in growth, skill Sons.
acquisition, and understanding. The social competence and school achievement Bénabou, R., & Tirole, J. (2002). Self-confidence and personal motivation. The
are influenced by the quality of early teacher-child relationships, and by teachers’ quarterly journal of economics, 117(3), 871-915.
attentiveness to how the child approaches learning. Berger, K. S. (2003). The developing person through childhood and
adolescence. Macmillan.
Likewise, the intervention used in this study simply involved greeting Bloom, B. & Crabtree, B. (2006).Making sense of qualitative research: the
students as they entered the classroom and saying goodbye as they departed, qualitative research interview. Blackwell Publishing Ltd. Retrieved May
which is something that every teacher could include in his or her daily routine, 10, 2014 from http://www.hu.liu.se/larc/utbildning-information/scientific-
and holding brief interpersonal conversations each class period. By making a few methodology/course-literature-and-links/1.253566/qual20interview.pdf
small changes in demeanor and routine, teachers can promote a positive and Boekaerts, M., & Corno, L. (2005). Self‐regulation in the classroom: A perspective
productive learning environment for all students. Because students spend about on assessment and intervention. Applied Psychology, 54(2), 199-231.
25% of their waking hours in a classroom, it is essential that they feel a sense of Bricki, N. & Green, J. (2007). A guide to using qualitative research
belonging in order to be engaged, motivated, and successful. methodology.MedecinsSansFrontieres.Retrieved January 15, 2014
from http://fieldresearch.msf.org/msf/handle/10144/84230
We love teaching. It is such a huge part of us that we can’t really Brophy, J. (2003). Teaching problem students. Guilford Press.
imagine doing anything else! So, for all you teachers out there, Kindergarten or
not, keep on doing what you do best. Due to the lack of student engagement in
Caldarella, P., Williams, L., Hansen, B. D., & Wills, H. (2015). Managing student
behavior with class-wide function-related intervention teams: An Fillmore, L. W., & Snow, C. E. (2000). What teachers need to know about
observational study in early elementary classrooms. Early Childhood language.
Education Journal, 43(5), 357-365.
Campbell, J. (2007).Introductive methods to qualitative research: course Frederiksen, J. R., Sipusic, M., Sherin, M., & Wolfe, E. W. (1998). Video portfolio
notes.Retrieved October 6,2014, from assessment: Creating a framework for viewing the functions of teaching.
jasonjcampbell.org:http://www.jasonjcampbell.org/uploads/Methods_of Educational Assessment, 5(4), 225-297.
_Qualitative_Research_and_Inquiry.pdF
Clandinin, D. J. (1989). Developing rhythm in teaching: The narrative study of a Gallimore, R., Ermeling, B. A., Saunders, W. M., & Goldenberg, C. (2009). Moving
beginning teacher's personal practical knowledge of classrooms. the learning of teaching closer to practice: Teacher education
Curriculum Inquiry, 19(2), 121-141. implications of school-based inquiry teams. The elementary school
journal, 109(5), 537-553.
Darling-Hammond, L. (2012). Powerful teacher education: Lessons from
exemplary programs. John Wiley & Sons. Giorgi, A. (2009). The descriptive phenomenological method in psychology: a
Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher modified Husserlian approach. Pittsburgh, PA: Duquesne University
relationships on children's social and cognitive development. Press. Retrieved November 10, 2014 from
Educational psychologist, 38(4), 207-234. http://www.amazon.com/The-Descriptive-Phenomenological-Method-
Day, C., & Gu, Q. (2007). Variations in the conditions for teachers' professional Psychology/dp/0820704180
learning and development: Sustaining commitment and effectiveness Good, J. & Brophy, P. (2010) Teacher-student interaction. Teacher
over a career. Oxford review of education, 33(4), 423-443. expectancies. Hillsdale, N J: Lawrence Erlbaum.
Dede, C. (2007). Transforming education for the 21st century: New pedagogies
that help all students attain sophisticated learning outcomes. Groot, W., and H. Maassen van den Brink. 2000. “Overeducation in the Labor
Commissioned by the NCSU Friday Institute, February. Market: a MetaAnalysis.” Economics of Education Review

Denzin, N.K. & Lincoln, Y.S. (2005). Handbook of Qualitative Research.Retrieved Groot, W., and H. Maassen van den Brink. 2003. “The Dynamics of Skills
July 7, 2015 from https://www.amazon.co.uk/Handbook Mismatches in the Dutch Labour Market.” In Overeducation in Europe:
Qualitative-Research Norman-Denzin/dp/0761915125 Current Issues in Theory and Policy, edited by Büchel, F., A. de Grip
Dundon, H.L. & Ryan, S.L. (2010). Handbook of teaching and policy. New and A. Mertens, 49-64. Cheltenham, UK: Edward Elgar.
York: Longman.
Dweck, C. S. (2002). Messages that motivate: How praise molds students' beliefs, Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors
motivation, and performance (in surprising ways). In Improving related to preschool teachers’ self-efficacy. Teaching and Teacher
academic achievement (pp. 37-60). Academic Press. Education, 27(5), 961-968.
Elder Jr, G. H., & Shanahan, M. J. (2007). The life course and human develop Hains, A. H. (1987). A comparison of preschool and kindergarten teacher
Englander, M. (2012). The interview: data collection in descriptive expectations for school readiness.
phenomenological human scientific research. Journal of
Phenomenological Psychology. Retrieved June 26, 2014 from Halford, G. S. (2014). Children's understanding: The development of mental
http://phenomenologyblog.com/wp- models. Psychology Press.
content/uploads/2012/04/Englander-2012-The-Interview-Data-
Collection-in-Descriptive-Phenomenological-Human-Scientific- Hancock, B., Ockleford, E., Windridge, K. (2009). An introduction to qualitative
Research.pdf. research.National Institute for Health Research. Retrieved June 3, 2014
Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., fromhttp://www.rds-yh.nihr.ac.uk/wp
Johnson, D. W., & Beechum, N. O. (2012). Teaching Adolescents to content/uploads/2013/05/5_Introduction-to-qualitative-research-
Become Learners: The Role of Noncognitive Factors in Shaping 2009.pdf
School Performance--A Critical Literature Review. Consortium on
Chicago School Research. 1313 East 60th Street, Chicago, IL 60637.
Hanley, G. P., Heal, N. A., Tiger, J. H., & Ingvarsson, E. T. (2007). Evaluation of Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive
a classwide teaching program for developing preschool life skills. education/mainstreaming. British journal of educational
Journal of Applied Behavior Analysis, 40(2), 277-300. psychology, 77(1), 1-24.
Locke, L. F., Silverman, S. J., & Spirduso, W. W. (2010).Reading and
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their understanding research (3rd ed). Thousand Oaks, CA: Sage. Retrieved
interactions with students. Teaching and teacher education, 16(8), July 8, 2014 from www.pelinks4u.org/bookreviews/media_0111.htm
811-826. Loreman, T., Sharma, U., & Forlin, C. (2013). Do Pre-service Teachers Feel
Henderson, A. T., & Berla, N. (1994). A new generation of evidence: The family Ready to Teach in Inclusive Classrooms? A Four Country Study of
is critical to student achievement. Teaching Self-efficacy. Australian Journal of Teacher
Education, 38(1), 3.
Horvat, E. M., Weininger, E. B., & Lareau, A. (2003). From social ties to social Mack N., Woodsong, C., MacQueen, K.M., Guest, G., Namey, E. (2005).
capital: Class differences in the relations between schools and parent Qualitative research methods: A data collector’s field guide.Family
networks. American educational research Journal, 40(2), 319-351. HealthInternational,North Carolina, USA. Retrieved February 15, 2014
from
Hughes, K. L., & Karp, M. J. M. (2004). School-based career development: A http://www.fhi360.org/sites/default/files/media/documents/Qualitative%
synthesis of the literature. 20Research%20Methods%20%20A%20Data%20Collector's%20Field
%20Guide.pdf
Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of Mannings, C. E. & Curtis, D. (2010). Preparing White teachers for diverse
language and literacy instruction in preschool classrooms serving at- students. Handbook of research in teacher education: Enduring issues
risk pupils. Early childhood research quarterly, 23(1), 51-68. in changing contexts. New York: Routledge.
Kagan, D. M. (1992). Professional growth among preservice and beginning
teachers. Review of educational research, 62(2), 129-169. Marcon, R. A. (1999). Differential impact of preschool models on development
Kaiser, K. (2009). Protecting respondent confidentiality in qualitative research. and early learning of inner-city children: A three-cohort study.
National Center for Biotechnology Information. Retrieved June 4, 2014 Developmental psychology, 35(2), 358.
from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2805454/
Kashinath, S., Woods, J., & Goldstein, H. (2006). Enhancing generalized Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management
teaching strategy use in daily routines by parents of children with that works: Research-based strategies for every teacher. ASCD.
autism. Journal of Speech, Language, and Hearing Research. McCombs, B. L., & Marzano, R. J. (1990). Putting the self in self-regulated
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job learning: The self as agent in integrating will and skill. Educational
satisfaction: Teacher gender, years of experience, and job stress. psychologist, 25(1), 51-69.
Journal of educational Psychology, 102(3), 741.
Muñoz, M. A., & Chang, F. C. (2007). The elusive relationship between teacher
Kvale, S. & Brinkmann, S. (2009). Interviews (2nd Edition): learning the craft of characteristics and student academic growth: A longitudinal multilevel
qualitative research interviewing. Sage Publications .Thousand Oaks: model for change. Journal of personnel evaluation in education, 20(3-
CA. Retrieved July 7, 2014 from http://www.amazon.co.uk/InterViews- 4), 147-164.
Learning-Qualitative-Research-Interviewing/dp/0761925422
Ladd, G. W., & Price, J. M. (1987). Predicting children's social and school Napier, A. D. (2010). The age of immunology: conceiving a future in an alienating
adjustment following the transition from preschool to kindergarten. Child world. University of Chicago Press.
development, 1168-1189. Newberry, M. (2010). Identified phases in the building and maintaining of positive
teacher–student relationships. Teaching and Teacher Education, 26(8),
Lepik, M., Pipere, A., & Hannula, M. S. (2013). Comparing mathematics teachers’ 1695-1703.
beliefs about good teaching: the cases of Estonia, Latvia and Finland.
Nordic Studies in Mathematics Education, 17(3-4), 177-198. Oakes, J., & Guiton, G. (1995). Matchmaking: The dynamics of high school
tracking decisions. American Educational Research Journal, 32(1), 3-
33.
Oplatka, I., & Eizenberg, M. (2007). The perceived significance of the supervisor, Richards, L. & Morse, J. (2006).Readme first for a user's guide to qualitative
the assistant, and parents for career development of beginning methods. Sage Publications, Inc. Retrieved January 15, 2014 from
kindergarten teachers. Teaching and Teacher Education, 23(4), 339- www.sagepub.com/upm-data/13172_Chapter4.pdf
354. Ritz, M., Noltemeyer, A., Davis, D., & Green, J. (2014). Behavior management in
preschool classrooms: Insights revealed through systematic observation
Ormrod, J. (2012). Educational psychology. Englewood Cliffs, NJ: Prentice Hall and interview. Psychology in the Schools, 51(2), 181-197.

Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review Roman-Oertwig, S. (2004). Teacher resilience and job satisfaction (Doctoral
of the literature and its implications. International journal of science dissertation, The University of North Carolina at Chapel Hill).
education, 25(9), 1049-1079. Saunders, M. (2012). Interpretive phenomenological analysis: Theory, method
and research. Los Angeles: Sage.
Pascetta, N. L. (2015). Embodying English Language: Jacques Lecoq and the
Neutral Mask. Sicherman, N., and O. Galor. 1990. “A Theory of Career Mobility.” The Journal of
Peebles, J. L., & Mendaglio, S. (2014). The impact of direct experience on Political Economy
preservice teachers’ self-efficacy for teaching in inclusive classrooms.
International Journal of Inclusive Education, 18(12), 1321-1336. Silverman, Z. (2006). Teaching as a profession and as a career: minority
candidates’ perspectives. Teaching and Teacher Education,
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and 13(3), 325 340.
improvement of classroom processes: Standardized observation can Speziale, H. J. S., & Carpenter, D. R. (2007).Qualitative research in nursing:
leverage capacity. Educational researcher, 38(2), 109-119. Advancing the humanistic imperative (4th ed.). Philadelphia: Lippincott
Williams & Wilkins. Retrieved January 3, 2014 from
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships http://www.amazon.com/Qualitative-Research-Nursing-Humanistic-
and engagement: Conceptualizing, measuring, and improving the Imperative/dp/0781796008
capacity of classroom interactions. In Handbook of research on student Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The
engagement (pp. 365-386). Springer, Boston, MA. importance of teacher–student relationships. Educational psychology
review, 23(4), 457-477.
Piwowar, V., Thiel, F., & Ophardt, D. (2013). Training inservice teachers' Starks, H. and Trinidad, S. B. (2007).Choose your method: a comparison
competencies in classroom management. A quasi-experimental study ofphenomenology, discourse analysis, and grounded theory.Qualitative
with teachers of secondary schools. Teaching and Teacher Education, Health Research. Retrieved January 5, 2014 from
30, 1-12. http://www.tree4health.org/distancelearning/sites/www.tree4health.org.
distancelearning/files/readings/Starks_Trinidad_choosing_qual_approa
Quellet, M., Rainville, M., Bouchard, L.M. and Belley,C. (2009).Safety diagnosis ch_article.pdf
tool kit for local communities: guide to direct observation of community Stein, M. K., & Wang, M. C. (1988). Teacher development and school
safety. Retrieved February 5, 2014 from improvement: The process of teacher change. Teaching and teacher
www.inspq.qc.ca/pdf/publications/guide_entretien_vol11_eng.pdf education, 4(2), 171-187.
Suter, N. (2012). Introduction to educational research: a critical thinking
Recchia, S. L., & Puig, V. I. (2011). Challenges and inspirations: Student approach, 2nd Ed. Sage Publications, Inc. Retrieved June 4, 2014 from
teachers’ experiences in early childhood special education http://www.sagepub.com/books/Book235696/toc
classrooms. Teacher Education and Special Education, 34(2), 133- Taylor, S. (2012). Workplace bullying in higher education: faculty experiences and
151. responses. Unpublished doctoral dissertation, University of Minnesota.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward Retrieved December 22, 2013
students and how they can become more autonomy supportive. fromhttps://conservancy.umn.edu/handle/11299/127285
Educational psychologist, 44(3), 159-175. Todaro, M. P. (1977). Economic Development in the Third World: An
introduction to problems and policies in a global perspective.
Pearson Education.
Tufford, L. & Newman, P. (2010). Bracketing in qualitative research. Sage SUBMERSION TO INDEBTEDNESS:THROUGH
Publications. Retrieved February 28, 2014 from THE LOOKING GLASS OF THE TEACHERS
http://www.unc.edu/~rclemens/Proposal.CLEMENS.DRAFT.2014.10.2
1.pdf
Uslaner, E. M. (2002). The moral foundations of trust. Cambridge University Michael Espesor
Rhona Marielle H. Abayon
Press.
Van Acker, R., Grant, S. H., & Henry, D. (1996). Teacher and student behavior Lyndon A. Quines
as a function of risk for aggression. Education and Treatment of Geraldine D. Rodriguez
Children, 316-334.
ABSTRACT
Vera, M., Salanova, M., & Martín del Río, B. (2011). Self-efficacy among The purpose of this study was to describe the looking glass of the
university faculty: how to develop an adjusted scale. Anales de indebted teachers on their pedagogical journey towards achieving excellence in
psicología, vol. 27, nº 3, 2011. their chosen profession. Qualitative phenomenological approach was employed
to three indebted teachers of the elementary school of Banisil Central, General
Willis, J. (2007). Foundations of qualitative research: interpretive and critical
approaches.Thousand Oaks: Sage Publications.Retrieved February 20, Santos City Division in the School Year 2019 - 2020. To gather data, in depth
2014 from www.sagepub.com/textbooks/Book228788 interview was conducted. The results of the interview were transcribed, translated
and coded to produce themes. As regards the experiences of indebted teachers
Zepeda, S. J. (2013). Professional development: What works. Routledge. having great figure of debts in the Public Elementary School, the following were
the themes: stress anxiety and relationship struggles. Looking upon their
challenges to survive from their situation, the following themes were created:
ingenuity and resourcefulness and support system. As to their insights, the
following themes were generated: time tested values, reflections and realizations,
and hopes and aspirations.

Keywords: pedagogical journey, indebted teachers, looking glass, educational

management, Philippines

INTRODUCTION

To have received from one, to whom

we think ourselves equal, greater benefits than
there is hope to requite, disposed to counterfeit
love; but really secret hatred; and puts a man
into the state of desperate debtor . . . For
benefits oblige; and obligation is thraldom; and
inequitable obligation, perceptual thraldom;
which is to one’s equal, hateful (Komter 2004).

In this passage, Hobbes appears to equate gratitude with indebtedness.

If gratitude and indebtedness are essentially equivalent emotions, gratitude may
not be as pleasant an experience as is commonly assumed. Indeed, a number of
scholars in the social sciences have equated gratitude and indebtedness. In the
studies reported here, we sought to study the relationship between gratitude and
indebtedness, specifically to investigate whether gratitude and indebtedness are same survey, approximately 11% of Filipino use exclusively formal credit
distinct emotional state (Komter, 2004). products (bank loan, microfinance loan, credit card, mortgage, etc.)
The issue of indebtedness or even over-indebtedness has been compared to 22%who rely on informal source of borrowings such as a money
recognized in various studies as common and pressing concern all over the lender, family member, or friend. Although informal borrowing contributed
world. In the country the same concern was highlighted by the latest Manulife significantly to household debt in the Philippines, the level of debt through
Investor Sentiment Index (MISI) survey, which showed that 41% of Filipino the formal means, specifically those extended by banks is also increasing in
investors carry high level of personal debt the second highest in the Asian recent years. In a recent survey conducted by Manulife Financial Corporation
region next to Malaysia (Organisation for Economic Cooperation and in the Philippines, it was reported that the level of personal debt among
Development (OECD), 2012; Eurofound, 2013;Manulife, 2016). Filipinos is alarmingly high that might endanger their long-term financial well-
being. The same survey also reveals that 4 out of 10 Filipino (41%) carry
In 2014, the story of three public school teachers in the province of debt, the second highest in the ASEAN region(Armas, 2015; Lopez, 2016).
Pangasinan - one of the Philippine provinces, who were shot by a police
officer inside the school premises, shocked the country. Allegedly, the Despite the growing literature on the impact of teacher incentives on
shooter was a loan shark angered by the failure of the teachers to pay their student performance, previous researches revealed that the salary of teachers is
loan. Even though most of the political and educational leaders of the country on a downward trend in comparison with other professions. In the Philippines,
are focused on the implementation of the K-12 reform, the aforementioned there seems to be a common consensus that the relatively low salary being
story presents the plight of the public school teachers in the country received by our public school teachers is the main reason why they are vulnerable
(PhilStar, 2014). to loan sharks and “susceptible to be caught in a debt trap.” Ironically, other than
the Project TAO survey in 2000 and the frequent anecdotes on the financial
Indebtedness among the public school teachers has long hunted the sufferings of many public school teachers usually highlighted by media and
entire public school system in the Philippines. In 1991, the Congressional militant teacher organizations, there is still a dearth of researches investigating
Commission on Education (EDCOM) survey recommended increasing the this problem. This study tries to examine the debt situation among the public
basic minimum wage salary of public teachers as part of the long needed school teachers not only to contribute to the body of literature highlighting their
educational reform. This recommendation was corollary to the findings that welfare and well-being, but also to put again in the spotlight the financial
the teachers’ salary in Manila alone highlighted the very low net salaries of challenges and woes that many of these teachers experiences which ultimately
teachers in the Philippines. Furthermore, almost one-fourth of the teachers may have an effect not only on the quality of their lives but also on the quality of
(24%) lose half of their gross income to deductions for loan payments and a their teaching (Fryer 2011;Nickell&Quintini, 2002;Hanushek&Rivkin 2007).
larger number of teachers (28%) get deductions amounting from 25% to 50%
of their gross income. Considering the teachers’ financial situation, the study In Tanzania like other Third World countries is also facing a problem of
indicated that it is not surprising that two-fifths of teachers (41%) engage in unsatisfactory working conditions for its employees especially those working
“sideline” (part-time or odd jobs) to boost their meagre incomes. Despite under the central and local governments. In the United Republic of Tanzania
these facts, there is a dearth of researches in the country that look into the (URT), teachers fall in this category and are currently holding responsible their
status of the financial well-being of public school teachers, especially the employer (i.e. the government to pay their outstanding claims which have
factors that led them to this vicious cycle of debt and the development of the accumulated for so many months, if not years. According to Professor Shivji
“culture of loan” - as teachers themselves describe this phenomenon among (2005) of the University of Dar es salaam, who was contributing to a paper
their ranks (Organisation for Economic Cooperation and Development presented by Professor MwajabuPosi at a seminar on Academic Freedom, Social
(OECD), 2012). Responsibility and the State of Academic, she argued that “under the
ongoingeconomic reforms the education sector suffered most. There is no way
Investigating the role of informal debt in the in the Philippines, both any state in African that can claim it does not have money to finance education;
the Asian Development Bank (ADB) and the World Bank (WB) reported the priority is simply not been given to education (Posi, 2005).
prevalence of informal borrowing in the country. ADB (2015) confirmed that The Guardian newspaper of Tanzania issue number 3182 of
the prevalence of informal loans is high in the country, especially when 12/02/2005. The above statement was proved during the budget session for the
compared to other ASEAN countries. For its part, the World Bank (2015) financial year 2008/2009, when the Government of Tanzania budgeted an
observed that the incidence of informal borrowing in the Philippines is higher impressive amount of Tanzania shillings 506 billion ($390 million) for allowances
than the average in other lower-middle income East Asian economies. In the for government officers. This was equivalent to the annual (maximum) basic
salary for 109,000 teachers or over two thirds of all teachers, according to findings Purposes of the Study
produced by Policy Forum. We can conclude, as argued by Professor Shivji’s that
priority is not the language when government prepare its budget, but it is worth to The intent of this phenomenological study is to give a clearer picture of
remember that priorities should be action oriented (Godfrey, 2006). the current status of the financial well-being of the public school teachers in the
country. Specifically, the study will (1) assessed the current condition of debt
According to findings produced by education Research Networks for among public school teachers, and (2) examined the factors that made them
West and Central Africa (Ernwaca) in their article number 382 it is emphases that prone to onerous debt and vulnerable to usurious lending.
“Teachers play a crucial role in fostering access to education and in improving its
quality”. Moreover, several studies and reports from international professional Research Questions
bodies, such as specialized United Nations (UN) and other international
development agencies, have testified fact that with the right qualifications, 1. What are the experiences of the teachers having great figure of
adequate wages and other incentives, professional teachers will play a debts?
fundamental role in achieving the goal of Education for All and the Millennium 2. What are the coping mechanisms of teachers to survive in their
Development Goals (MDGs). The qualification of teachers and their training in situation?
adequate numbers are, therefore among the indicators of quality education. The 3. What are the insights drawn from the experiences of the teachers
problems faced in most African countries are many and varied and they also having debts?
include the absence of a training policy, the lack of a connection between initial
training and in-service training, inadequate academic and pedagogic preparation, Theoretical Lens
obsolete and ill adapted training programmes (http//www.earnwaca.org, 2010).
This study was viewed from the lens of Freddrickson and Cohn in
Financial well-being is directly related to the overall satisfaction a 2010that broaden and build theory was engendered from the urge to move
person feels regarding his financial status described financial wellness as an beyond the isolation models regarding all emotions, and promote the
active state of financial health evidenced by low debt level, active savings understanding of positive emotions as a formidable function in building
and/or retirement plan(s), and a good spending plan. Low financial well - personal resources and resiliencies. Prior beliefs regarding negative
being or the presence of financial distress is shown to have detrimental effect emotions under the action tendency research additionally suggested that
on the psychological and physical health, reduce confidence and productivity negative emotions had debilitating effect of narrowing focus, such as through
in the workplace and increase absenteeism, delays, as well as lack of the fight or flight responses elicited through fear or terror.
concentration. Debt is also seen as contributing to lower financial well-being
and is identified as an “unfavourable financial condition” that cause of He proposed that when positive emotions are employed individuals
financial stress (Joo, 2008; Godfrey, 2006). have greater capacity to broaden and enhance cognitive ability, and engage
in more open-minded and flexible responses to a multitude of stimuli, along
Household debt has been increasing in the recent years. Even both the positive and negative. These positive emotional states have been
relatively affluent countries experience this financial woe, studying the over - shown to increase appraisal dimensions inherent in emotional recognition
indebtedness in European countries, reported that 70% of people rely on and furthermore, have been shown to enhance motivation and mastery of
family members or relatives when they needed to borrow money. Confirmed concepts (Isen, 2010).
that young people, low-income families, single parents and people with low
levels of education are the most vulnerable group in incurring debt. They The broaden-and-build theory also posits that the appraisal nature
proposed two possible ways, which explains why people run into debt: of positive states has a lasting effect which, in addition to broadening
“dispositional” such as lack of self-control and risk taking, and life-cycle attentional focus, has the capacity to build resources in an upward and
circumstances. Unforeseen challenges in life, such as unemployment, transformative fashion. This theory also suggests that the building of
sickness, or divorce, can also have significant impact. The number of resources is more durable than the initial states that led to their development
children is also expected to put a strain on the household budget (Aaltonen, due to the integrative effects of resources; in essence these resources
Oksanen&Rantala, 2015; Aassve, Betti, &Mencarini, 2007;Eurofound 2013; scaffold upon one another producing greater gains than the independent
Keese, 2012; OECD, 2013) factors would alone. From an evolutionary standpoint, the broaden-and-build
theory explains how certain adaptations, such as exploration and creativity,
have led to development of greater overall resources and increased the
likelihood of increase survival, lifespan longevity, and capacity to procreate. Moreover, this would also be the most suitable research methodology
For example, the evolutionary urge to seek out and explore areas that would because the major concern of the research is to know how people make sense
provide more natural resources for the survival of a cultural unit, or the out of their lives. As researchers, we want to know what the participants thought
creativity that has inspired modern conveniences (Fredrickson &Cohn, about their pedagogical journey as indebt teacher and why they think what they
2010). do. In fact the researcher’s focus is likely to be the participants’ assumptions,
motives, reasons, goals and values about the experiences they encountered in
They have supported the broaden-and- build model of development their lives. The researcher would also try their best to capture the thinking of the
through the identification of how certain resources contribute to enhanced participants’ perspective as accurately as possible (Starks &Trinidad, 2007).
adaptations in cognitive, social and physiological capacities. Cognitively,
positive emotional states have led to increased understanding complex Role of the Researcher
concepts, or problem solving skills, and more positive emotional states have
exhibited substantially higher Graduate Record Exam scores than those who For long time educators, it is a fact that to stay in the profession, one
have had negative emotional states (Schiffrin & Falkenstern, 2012). has to survive all the difficulties like making lesson plans, test plans and
preparation of instructional materials appropriate for the lessons one has planned
Delimitation and Limitations for the day. Aside from these, the distance of the home from the assigned school
may cost much. But, one should remember that if difficult times start during the
The study involved 8 public school indebted teachers’ for in-depth first time the teacher started applying for the position, how much more if a
interview. These teachers indebted are from the Division of General Santos City teachers’ salary have already lend from the bank and lending companies.
specifically in Tambler District. The data gathered through in-depth interview were
guided by questions. The use of tape recorders will be availed and varying Inspired by these ideas, the researcher undertook this research and
experiences will be clustered into themes for easy understanding and personally made a survey of indebted teachers assigned in General Santos City
interpretation. Division, specifically in Banisil Central Elemenatry School. Then, we personally
gathered the data through focus group discussions where the data gathered were
The study is dependent on the ability of the informants and participants all related to the sub questions asked. I also asked the assistance of some
to describe their experiences and answer the interview questions. The informants colleagues to help me read and analyze the essence of the data gathered,
and participants have varying degree of knowledge and experiences as well as exhausted the themes as described in the subtopics stated. After coming up with
perspective that may be subjective. They will be assured that whatever stories the findings, referrals to a professional specialist for data analysis and
they share would be kept confidential by observing ethical standards of reporting interpretation were sought and thereafter helped me to structure personal
results in research works. insights.

Research Participants

METHODOLOGY Before the study began, the researcher identified the particular
phenomenon she was interested in investigating. The phenomenon of interest
Research Design here was the pedagogical journey of the indebted teachers’ of General Santos
City Division.
In this research, the descriptive qualitative phenomenological method
was employed because the researcher went to the particular setting of interest to The researcher then, tried to identify the participants in the study
collect the data, to describe the natural setting of the direct source of data and considering the year 2015 to 2020. It means therefore, that it is expected that
the researcher as well was the key instrument. These research techniques would these teachers belonged to the five (5) years and below teaching experiences.
be used if the intention of the research was to collect of data, which included These teachers identified were the participants in the study that contributed the
interview transcripts, field notes, audio recording, diaries, personal comments, sample of individuals/teachers who were interviewed. The purposive sampling
official records and anything else that can convey the actual words or actions of procedure was applied wherein according to them, the researchers do not simply
the people concerned in the study (Fraenkel &Wallen, 2014). study whoever is available but rather use their judgment to select a sample that
they believed in, based on prior information would provide the data needed However, as part of research rigor, several safeguards were applied that erased
(Fraenkel & Wallen, 2014). their fears and promoted trust. We ensured that our study was guided by ethical
principles as described by him, namely: respect for persons, beneficence, justice,
In this study the researcher selected the participants of the study for the consent and confidentiality (Mack, 2005).
three school years. These were year 2015-2016, 2017-2018 and 2018-2019,
considering the one school in the division of General Santos City. Based on the RESULTS
data of the years of experience, they would be the representative of all indebted
teachers’ in school. Research Question No. 1: What are the experiences of the teachers having
great figure of debts?
The researcher purposely included at least 2 participants of the indebted
teachers where one came from the year 2015 – 2017; other one from the year In order to generate discussion for the above research problem, the
2017-2020. The names were located in the division and school where they were following questions were asked during the focus group discussion. How these
presently assigned to. Upon preparing the list, the researcher prepared a letter of experiences affect the way of your life as a teacher in personal and your
permission to the schools where the identified participants were located. The professional aspects? What are the most factors influencing you as a teacher act
researcher gathered information to confirm whether who among them would to loan?
qualify for the phenomenon of interest being investigated. From the data collected on the experiences of the study participants, two
major themes emerged as presented in Figure 1. These themes are: Stress and
Data Collection anxiety, and relationship struggles

This study followed certain procedures to collect the data needed. The Stress and Anxiety
researcher underwent in-depth interviews with the participants, and then Responses to the questions asked about the experiences of the
administered the focus group discussions with the participants and took down teachers having great figure of debts revealed the stress and anxiety, and
notes. relationship struggles. Almost all the key informants and all of the participants of
the FGD disclosed a high level of stress and anxiety related to the indebtedness;
Analysis of Data find hard to pay monthly bills, lack of financial supports of children’s education,
In every data gathered, analysis would follow. This is the time where the and find hard to sustain the daily needs, which made it as a general code idea.
researcher tried to breakdown all the information gathered to understand them
better so that every element would be placed in its respective order to give due it
explanation and meaning. As he points out that analysis of the data in a research
study involves summarizing the mass of data collected and presenting the results
in a way that communicates the most important features. Data were analyzed Mam Allyza related her story with stress and anxiety:
using a method which included data reduction, data display, conclusion drawing My difficult situation is every end of the
and verification, adding that qualitative content analysis is “any qualitative month because I need to find some money
material and attempts to identify core consistencies and meanings” (Hancock, to pay my bills and to cope up our daily
2007; Zhang & Wildemuth, 2007) . expenses. I’m hard time to think some new
ways to get money.
Trustworthiness (SNSCIDIJONT_AQ1.1)

To come up with trustworthiness in our study, we followed its four

components to establish it as follows: credibility, conformability; transferability Bitina, with an ecstatic tune in her voice related:
and dependability.

Ethical Consideration It was an urgent need to have stable job that

My research study involved teachers and educators and some of whom made me choose teaching as a profession.
were hesitant to disclose information out of fear and withheld some data. In my first year of loaning, it gives me an
 opener of having a big amount of money in teachers here suffering of indebtedness.
my hands until such time it will become a (LSSCIDIJONHT_LQ1)
habit just to expense the needs of my
parents and children. In the end here I am
suffering the indebtedness and I lose my joy
to teach the children. (SSCIDIJONHT_BQ1) Research Question No. 2: How the
indebted teachers cope with challenges
to survive in their situation?

Cassandra shared her stress and anxiety when she said: In order to help indebted teachers lessen the weight of encountering
more problems, the following research questions were asked during the focus
group discussions. What challenges did you encounter as indebted teacher? How
I felt sad with the memories that I had did you cope with these challenges?
remember before. I’m so much affected with
my loans and I can’t think it properly. I need From the data gathered, two major themes emerged: Ingenuity and
to find money every month just to Resourcefulness, Support System. These two major themes emerged are
compensate our allowances and presented in the figure.
bills.(SSCIDIJONHT_CQ1)
Ingenuity and Resourcefulness
Relationship Struggles
During interviews and focus group discussions, there were answers
Bitina, still had that trace of sadness and disgust recalling the experience related to ingenuity and resourcefulness on how they cope with challenges to
she had, finding difficulty in adjusting herself to cope up her daily expenses. survive from their situation. It described cleverness as well as the readiness of
the indebted teachers about the profession.

I’m never imagine this kind of situation that I Allyza could still remember the time when she almost cries because of
have right now because of my situation I’m her net pay or she narrated:
started to be a nagger and impolite. Being indebted teacher, I found it hard to
Sometimes I asked myself why I am this make some adjustments. One time, I’ve
situation I’m not deserve this. withdrew my salary to the ATM, makes me
(SNSCIDIJONHT_BQ1) shocked that I have P4,000.00 left of my
salary, that time I need money for an
Cassandra shared her stories where she was misunderstood by her co- emergency I don’t know where to find some
teachers about her mood. remedies in that time. My actions to take to
maintain healthy classroom behaviour of my
During the department meeting, our students was disturbed. I am just grateful to
chairman asks favour to have a contributions have family who supported me well even in
regarding for the beautifications of our the midst of my circumstances. I need to
surrounding and I suggested some points divert my attention for the new possibilities. I
just to have the other way for beautification. was thankful to God everyday for His
My point is to find the other ways. If we have faithfulness. He never leaves me in times of
this contribution instead of spending this my difficulties Not only that, I was grateful
money to my kids, I give this for the benefits also to the people who surrounds me and
of the school and I set aside my children’s inspires me from time to time- my colleagues
happiness, and they know that most of the and
 loved ones. They supported me to overcome From the data collected on the insights that indebted teachers can share
the challenges of life especially in with other teachers, three major themes emerged as presented in Figure 3. These
maintaining classroom discipline inside the themes are: Time-tested values; Reflections and Realization and Hopes and
classroom and be firm about in decision Aspirations.
making. (SSCFGDJONHT_AQ2)
Time Tested Values
There are quite a number of responses how indebted teachers cope with
the challenges to ensure effective life related to ingenuity and resourcefulness. Responses to the questions asked on the insights that indebted teachers
can share with other teachers revealed time-tested values. Almost all the key
Here is typical response from the participant. informants and all of the participants in the in-depth interview disclosed
substantial narration about their insights about their experiences.
I have successfully overcome these
challenges through the support and advices Allyza shared her story indicating time tested values when she narrated:
of my colleagues. They made me stronger in
facing the day by reminding me to be I wish to share an advice to those who not
resourceful and clever in dealing with my yet in the public school or even in my
situations. (SNSCFGDJONHT_BQ2 situation. Learn to be contented, don’t be
greedy. Always put on your mind that you
are here in the government to be productive
Support System not a burden to the other. Spend your money
wisely and try to invest some of your loans
This theme appeared when participants shared experiences like these as your savings. Always be prepared is a
Cassandra: recalls with a joyful feeling that: good value, teachers should remember.
(SNSCIDIJONHT_AQ3)
I tried to be versatile, I applied online job,
selling clothes online and etc.. I believe that
to get rid of this situation is to be productive In the same vein Cassandra told the group that the advice she could
and be active during your leisure time. I must share to the indebted teachers is:
be open-minded and accept guidance from
colleagues and criticisms from others. We I wish to advise indebted teachers like me,
need to learn from one another. I also that if they have difficulty doing something
realized to be a teacher we need to have especially about their living, always
knowledge of politics to influence others. remember that there is a rainbow after the
(SSCFGDJONHT_CQ2) rain, a sunrise after the sunset. Be positive
to your
Research Questions No. 3: What are the insights that the indebtedness environment and find some extra work to
teachers can share to other teachers? sustain your daily needs. Be contended and
thankful if you have a little one. You should
The following questions were asked during the in-depth interview to find be yourselves and be humble.
out what insights of indebted teachers can share to other teachers: What advice (SNSCIDIJONHT_CQ3)
can you give as an indebted teacher? Was there a support that you received from
colleagues? What are those assistance? Have you attended the Financial
Management training as part of your financial growth? What are your hopes and
dreams as indebted teacher?
Reflections and Realization to value the money. As of now, I’ve dreamt
that my children will be finished their studies
Responses related to reflections and realization spoke out about what that’s my hopes to the future. I want to see
participants have contemplated and fully understood what they could share with them happy and free from indebtedness.
other teachers about their experiences as indebted teachers. This is the time I’m reaping the fruits of my
Betina, with satisfaction in her voice recalling her situation as indebted labours. (SSCIDIJONHT_DQ3)
teacher, has this to say:
Chapter Summary
Despite all the hardships and challenges I Based on the responses of the in-depth interview informants, the
have been through, I am happy because my following issues were identified.
family is still there to support and understand
me. My fellow colleagues, who teaches and On issues related to the experiences of newly-hired teachers in the
shown me about the meaning of life and public school, there were two major themes that appeared which were related to
work. They are my guide especially in stress and anxiety and relationship struggles. Most of the responses were
handling this worst situation I had. focused with stress and anxiety and few on relationships struggles.
(SNSCIDIJONHT_AQ3)
On issues related to how the participants respond to the coping they
implemented to meet the challenges to ensure effective, there were two major
Cassandra, in a very thoughtful remark shared what she had fully themes that served as the root codes to represent the responses they gave.
understood about the situations of those indebted by their profession. These major themes were: Ingenuity and Resourcefulness and Support System.
Majority of the ideas gathered about the issues were focused on Ingenuity and
I had also received support from my Resourcefulness. There was only one idea which pointed out the theme on
colleagues, be it financial and emotional Support System.
support. I dream of producing successful Lastly, on the issues related to the insights the respondents could share
studentssomedayinspite of my situation. I with other teachers, there were three major themes that appeared where ideas
let them to open their eyes and widen their were highly related to time-related values; reflections and realizations; and hopes
instinct if they have encountered this kind and aspirations. More of the ideas taken from the issue fall with equal emphasis
of situation. For me, it is rewarding if I help on the themes related to Time-tested values and Reflections and Realizations.
someone who in this situation. Take this
challenge as part of your success. Indebted teachers during the in-depth interviews showed varied
(SNSCIDIJONHT_CQ3) manifestations of what they experienced as neophytes; how they coped with the
diverse challenges they encountered, to get rid of indebtedness, and what
Hopes and Aspiration insights they could share to other teachers.

These were the third theme of the responses about what insights of The informants felt that after all, teaching is a noble profession, that in
indebted teachers can share with other teachers. These stories narrated what every success of coping to the challenges encountered as experienced, there are
they would want and expect as well as what they desired that other teachers many beautiful lessons in life of a teacher that could be shared to with those who
would provide if they wanted to be successful in the future. want to become a teacher. It is with pride in every heart of the Filipino teachers
that teaching became professionalized in the Philippines. Financial literacy is a
Alyssa, with hopeful tone in her voice, shared what she wanted or basic knowledge that people need in order to survive in a modern society. People
desired to get free of indebtedness. should know and understand credit card and mortgage interest, insurance, and
saving and investing for the future. Financial literacy as knowing the facts and
I am looking forward to all my colleagues that vocabulary necessary to manage one’s personal finances successfully. Having
someday we get free for this kind of knowledge of personal financial management and the marketplace is indicative
dilemma. We overcome this if we learn how of a greater ability to manage the family’s financial resources. People are more
likely to achieve their financial goals with appropriate knowledge. Lack of personal Taking into consideration the case of Allyza (not her real name), she had
financial knowledge limits personal financial management and may cause a hard time to think a ways to get money every end of the month to pay her bills
financial problems, resulting in lower financial well-being (Garman &Forgue, and to cope up their daily expenses.
2000; Godwin, 1994). In addition, Bitina’s (pseudonym) experience, she was urgent to have a stable job
that made her to choose teaching as a profession. During her first year having a
DISCUSSION loan it gives her an opener of having a big amount of money with her hand until
such time she it became her habit jus to expense the needs of her parents and
This chapter presents the discussion, implication for practice and children. In the end she suffered indebtedness and lose her joy to the children.
implication for future research based from the themes developed during the data
analysis. This study has clearly indicated its purpose of examining and describing Likewise, Cassandra (pseudonym) she felt sad whenever she remembered
the experiences of the teachers having great figure of debts. It aims to go deeper her memories before because she affected to her loans and she can’t think
into bringing about the feelings and insights of the participants to the surface and properly to find money every month to compensate her allowances and bills.
to determine what concepts may be gleaned from the findings.
Relationship Struggles. In the study on Relationship Between Personal
Taking into consideration the nature of this study, I adopted and employed Finance and Work: Financial stress is associated with such things as decreased
the qualitative research method, specifically the phenomenological approach productivity, increased tardiness, increased absenteeism, increased turnover,
since it explicates the meaning, structures and essence of the lived experiences poor morale, and reduced job satisfaction. Researchers asserted that financial
of a person or group of people around a specific phenomenon through focusing concerns negatively influence workers’ responsibilities at the workplace. The
on a concrete experiential account grounded in everyday life (Christensen, Burke researcher suggested that 10% of American workers are experiencing financial
& Turner, 2010; Langdridge, 2007). difficulties and estimated that 15% of employees experience productivity loss due
to financial stress from poor financial behaviors (Garman, 1996).
Through the interviews conducted and the focused group discussion,
emergence of different themes with respect to the three main questions for the According to Betina (pseudonym), she never imagined that kind of
phenomenon being studied was made possible. Three Teachers were situation she have right now because of her situation she started to be a nagger
interviewed three for key informants’ interview and one focused group discussion, and impolite. Sometimes, she asked herself why she is that kind of situation and
and were asked to share their good and bad experiences of having a great figure she doesn’t deserve it.
of debts. The participants were chosen based on some requirements such as
they must be a Public Teacher, indebted in five years in the maximum loan of The experience of Cassandra (pseudonym), she was misunderstood by
P500, 000.00, with the net pay of P4, 000.00 and below. Moreover, they must be her co-teachers about her mood during the department meeting, their chairman
twenty to fifty-three years old who are quite mature enough to provide a rich and asked a favor to have a contributions regarding for the beautifications of their
full description of the phenomenon. As to the experiences of these Public surrounding and she suggested some points to have the other way for
Teachers having a great figure of debts, four consequences existed. beautification. Her point is just to find the other ways. She said if we have this
contribution instead of spending this money to her kids. She will give this for the
Experiences of the Indebted Teachers benefits of the school and she set aside her children’s happiness, and they also
Having Great Figure of Debts. know that most of the teachers there is suffering of indebtedness.

Stress and Anxiety. The study has shown that having great figure of Cope with the Challenges of Indebtedness Teachers
debts existed in the teachers which brought forth consequences as experienced To Survive in their Situation
by the teachers. This was viewed from the lens of a researcher that teachers
found that extraorganizational factors, family/spouse relations and financial On the coping mechanisms adopted by the indebtedness teacher to deal
problems, directly affected life stress and indirectly affected absenteeism. with the challenges of the phenomenon, two themes emerged:
Workers who had lower financial well-being showed higher absenteeism. Stress
and anxiety appeared to be one of these consequences. Ingenuity and Resourcefulness. Personal financial management refers
to “the management of the personal and family resources to achieve financial
success. The cases of Allyza (pseudonym) who were indebted teacher and she
found it hard to make some adjustments by finding remedies to her problems. In Lastly be prepared is a good value, that teachers should remember those are the
typical response, Cassandra (not her true name) she successfully overcome advices she mentioned above. Similarly, in the case of Cassandra (pseudonym),
those challenges through support and advices of her colleagues. They made her she also advised to those indebtedness teachers like her, if they have difficulty
stronger in facing the day by reminding her to be resourceful and clever in dealing doing something especially about their living, they should always remember that
with her situations (Garman, 2000). there is a rainbow after the rain, a sunrise after the sunset. And she added, be
positive to your environment and find some extra work to sustain your daily needs.
Support System. Group support also plays a vital role in coping with the Then, be contented and thankful if you have little one. Be yourself and be humble.
challenges. If people with a high level of financial stress did not use the buffering
system such as family support and workplace financial education; they may Reflections and Realizations. Credit and money management education
exhibit negative outcomes in the workplace. These negative outcomes in the includes spending plans, record-keeping, budgeting and money management,
workplace will also affect personal financial wellness. If people utilize the buffering setting spending priorities, cutting costs, understanding debts, home equity loans,
system, such as financial education, it may produce different work outcomes. The credit cards, credit counselling advice, and debt management (Anderson, 1997).
outcomes from the buffering system will influence personal financial wellness. In According to Bitina despite all the hardships and challenges she have been
the case of Cassandra (pseudonym), she tried to be versatile, she applied a lot through, she is still happy because her family is still there to support and
of online job because she believes she can get rid of this situation to be productive understand me, also to her colleagues who teaches and shows her about the
and be active during her leisure time. That made her be open-minded and accept meaning of life and work. They are her guide especially in handling this worst
the guidance from her colleagues and criticisms from others. She said we need situation she had. In similar to Cassandra (pseudonym), she also received the
to learn from one another that also made her realize to be realized to be a teacher support from her colleagues’ financial and emotional support. She dreamed of
we need to have knowledge of politics to influence others (Joo, 1998). producing successful students someday inspite of her situation. She let them to
open their eyes and widen their instinct if they encountered this kind of situation.
Support System. Group support also plays a vital role in coping with the She also mentioned that it is rewarding if she help someone who is this same
challenges of multiple marriages. Common responses from the participants of the situation. Take this challenge as part of your success.
study include sharing of their feelings and sentiments to their friends, asking
assistance from classmates, and spending more time with other members of the Hopes and Aspiration. Financial success is the achievement of financial
family. Norma (pseudonym) used to stay with her friends and share her aspirations that are desired, planned, or attempted”. It requires systematic and
sentiments when misunderstanding takes place at home. She is more disciplined thought and action. Financial management is the planning,
comfortable with her friends than with any member of the family when it comes to implementing, and evaluating behaviour involved in the allocation of families’
emotional outlet. current flow of income and their stock of wealth toward the end of 33 meeting the
family’s financial goals (Garman, 1996). Alyssa (not her real name), she is always
Teachers Indebtedness Insights Share to Others looking to all her colleagues that someday we can get free for this kind of
dilemma. She said they will overcome this if they learn how to value their money.
Relative to the experiences and the coping mechanisms of the But as of now, she dreamt that her children will be finished their studies that’s her
participants to deal the challenges brought by the teacher’ indebtedness insights hopes to the future. She want to see them she’s reaping the fruits of her labors.
toward the phenomenon. Time Tested Values, Reflections and Realizations,
Hopes and Aspirations appeared to be the main three themes. Implications for Practice

Time Tested Values.All these conditions are financial stressors as Based on the findings, the following implications for practice are
postulated by them to find that families who spend less than what they earn, pay offered:
charges on time, and avoid superfluous debt, have less 12 family tension and an
expanded feeling of self-esteem compared to families who spend above their On Stress and Anxiety .Most of the participants classically described their
incomes (Delafrooz, 2011). Consider Alyzza (not her real name) she wished to life high level of stress and anxiety. A number of participants expressed the same
share an advice to those who not yet in the public school or even to her situation. sentiments that life having a great figure of debts cannot give you a peace of
She advised that learns to be contented and don’t be greedy. In addition to always mind. For this reason, the teachers, they may really think wisely if they in need of
put your mind that you are here in the government to be productive not a burden money to borrow or not to avoid in conflict how to pay their borrowed money.
to others. Spend your money wisely and try to invest some of your loans savings.
 On Relationship Struggles. Having a great figure of debt not only brings Since the findings of this particular study are not generalizable beyond
stress and anxiety for, on the contrary, it draws the satisfaction and happiness the 3 participants, future research may be conducted investigating the
when getting the money to solve their different financial problem and family experiences of the teachers having with a great figure of debt and to survive from
relationship. Thus, there may be a proper spending of money so when the time their situation to confirm and reinforce the findings of the study. Considering that
comes when you need money to pay your bills and sustain your daily needs you there is a dearth of local researches about teachers indebtedness, future
still have money to get. researchers may replicate the study and conduct it in other school areas in the
City of General Santos or even in other parts of the country where the teachers
On Ingenuity and Resourcefulness. Financial pressures to teachers are still have a great figure of debt is prevalent to supplement research base, adding
increased badly mostly during the time to pay your debts. Thus you may always more information and insights related to it. This research methodology would give
look for sources of inspirations and solution on how to pay and manages your a better opportunity to generalize the study findings.
debt to avoid penalties. Another future research may be undertaken to determine whether the
views and perceptions of the previous participants have changed or not over a
On Support System. . Seeking assistance and support from the group period of time by interviewing them again. Also, further research may be carried
of people is the strategy to cope with the challenges of having a great figure of out to investigate similar phenomenon but for this time among newly hired
debt. Thus, teachers may continue to share their feelings and sentiments to their teachers whose engaged in indebtedness during their one year in service.
friends, colleagues and even to their family when understanding takes place at
home and in the community or even in the family and realize that good family The findings of this study were viewed from the lens of Teachers
relation is the foundation of comfort, assistance and support. Indebtedness. It would be valuable as well to conduct further research to
determine the major factors of teachers’ viewpoints about the impact of having
On Time Tested Values. Being wise in spending and invest your money great figure of debt to their life to substantiate the findings.
and have savings. Thus, the teachers may learn from their mistake in spending
money without thinking where the money will go. They are not wise in spending Concluding Remarks
money thus they come and go.
From the findings of the study, we have concluded that the impact of
On Reflections and Realizations. From the perspectives of the teachers indebtedness to the participants of the study is shown to be diverse. For many, it
from having a great figure of debts and upon their experiences, they were just appears that having a great figure of debt negatively affects the teachers as
optimistic and challenger as they coped with the challenges they were facing. asserted that financial concerns negatively influence workers’ responsibilities at
Thus, they might continue of being optimist in every situation in positive manner, the workplace, decreased productivity, increased tardiness, increased
follow the advice of some colleagues who experience this matter, and realized absenteeism, increased turnover, poor morale, and reduced job satisfactions. For
that being family support is important, great help to one’s life, to understand the some, it is clear that they were in adversely affected by the phenomenon.
value and purpose of existence and even problems and phenomenon. Nowadays, mostly teachers are now engaged in different kinds of loans, it can be
small or large amounts, reasonable or unreasonable that made them suffers by
On Hopes and Aspirations. Be hopeful and motivated is the strategy of paying it with interest or penalties if they can’t pay it in the said date to its
the teachers from having a great figure of debt to cope with the challenges of their consequences despite the negative impact it brings to them. It can also be
present situation. Thus, there is a need to be self-driven, wise and being concluded and hoped for the teacher who have a great figure of debt to sustain
motivated to deal with challenges, circumstances and motivation to be free from their daily needs, support their necessities, bills and to seek support and gain the
indebtedness. They might work hard to strive to achieve their dreams and goals help that is necessary and that future research is conducted (Garman, 1996).
without debt.
We do believe even though the teacher has a great figure of debt
Implications for Future Research because they their own reasons it can valid or invalid. Having a debt is normal,
not only the teachers but also other profession the important here is on how you
In as much as this study is limited to a few participants, the Teachers control, manage, budget and spend your money wisely. Before entering to the
having a great figure of debt, the following implications for future research are world of debt you need to set your priority first, do you really need that money or
advanced: you just need to find available resources to solve your problem by not engaging
in borrowing money. We cannot question that teacher who has already debt
because it’s their decisions, responsibilities, and obligations to pay their debt. borrowing and saving: a report to the Banking Code Standards
Everyone is facing different kind of problems we don’t know what they are Board. http://www.pfrc.bris.ac.uk/Reports/BCSB_young_people.Pdf
experiencing right now that made them to see the only reason to solve their
problem is to loan or borrow money. We don’t have a right to judge them because
at the end of the day they’re the one who take charge their actions. Bashir A. H. H.,Yousif S. M, Mahmoud M. O. A.(2008). Clinic
epidemiological study in Sudanese patients: Prevalence
and effect of eradicative triple therapy on extra digestive
Helicobacter pylori skin manifestations. Department of
Dermatology and Venereology, AlJawda Medical Centre,
REFERENCES
Bernheim, B. D.,Garrett, D. M., Maki, D. M., (1997). Education and saving:
The long-term effects of high school financial curriculum mandates.
Aassve, A., Betti, G., Mazzuco, S., Mencarini, L. (2007). Marital disruption and Stanford University Working Paper #97-012, 1-33
economic well-being: A comparative analysis. Journal of the
Royal Statistical Society: Series A (Statistics in Society), 170, Bernheim, D. B. & Garrett, D. M. (1996). The determinants and
781– 799. consequences of financial education in the workplace: Evidence
rom a survey of households. Stanford University Working Paper
Abinaya.S.&Arulkumaran.G. (2017). “Detecting Black Hole Attack Using #96-007, 1-52.
Fuzzy Trust Approach In MANET”, International Journal of
Innovations in Scientific and Engineering Research (IJISER) Bhushan, P., &Medury, Y. (2013).Financial literacy and its determinants.
4(3),102-108. International Journal of Engineering, Business and Enterprise
Applications, 4(2), 155-160.
Ajzen, I., &Fishbein, M. (1980). Understanding attitudes and predicting social
behavior. Englewood Cliffs, N. J.: Prentice-Hall. Bloom, B. & Crabtree, B. (2015).Making sense of qualitative research: the
qualitative research interview. Blackwell Publishing Ltd.
Anderson, J. G., Kerbel, C. M., Xiao, J. J. (1997). Workplace Personal
Financial Education. In E. T. Garman, J. E. Grable, & S. Joo (Eds.), Brown, R. C. (1993). Extent of financial worries in the workforce. Unpublished
Personal Finances and Worker Productivity, 1(1) (pp.83-91). manuscript. Winston-Salem, NC: R. J. Reynolds Tabacco
Company, RJR Employee Counselling.
Roanoke, VA., Anderson, C. R. (1982). Personal and family financial education.
In Association of Teacher Educators (Eds.) Financial Planning Blair, D. T. &Sellars, A.T. (1995). Retirement planning: More than investment
Education: A challenge for teachers, trainers, and institutions, education. Journal of the American Society of CPU &ChFc, 64-71.
(pp.1-10). Washington, DC: The American Council of Life
Insurance. Boon, T. H., Yee, H. S., Ting, H.W. (2011). The Effects of Social Influence and
Financial Literacy on Savings Behavior: A Study on Students of
Armas, J. C. A. (2015). Household credit in the Philippines: Developments, Higher Learning Institutions in Kota Kinabalu, Sabah. International
cross-country comparison and implications to financial stability. Journal of Business and Social Science, Vol. 6, No. 11(1)

Boyce, C. M.A, Neale, K. (2006). Conducting in-depth interviews: a guide for

Atchley, R.C. (1998). Educating the public about personal designing and conducting in-depth interviews for
finance: A call for action. Journal of the American Society of CPU evaluation input. Pathfinder I
&ChFc, 28-30. International Tool S Eries Monitoring and
Evaluation – 2. Retrieved June 5, 2015.
Atkinson, A. &Kempson, E. (2004). Young people, money management,
Brennan, P. Q. (1998). Personal finance education: What employees need and
 want to know. In E. T. Garman, I. E. Leech, S. Joo, & D. C. Bagwell Creswell, J. W. (2006). Qualitative inquiry & research design. Sage
(Eds.) Personal Finances and Worker Productivity, 2(1) (pp. 68-74). Publications. Thousand Oaks: London. Retrieved June 5, 2015 from
www.sagepub.com/creswellqi3e/study/chapter.html
Bricki, N. & Green, J. (2007). A guide to using qualitative research
methodology. MedecinsSansFrontieres. Retrieved January 15, Curtis, K. D. (2013). Transformative learning as a professional development
2014 from http://fieldresearch.msf.org/msf/handle/10144/84230 goal.New Directions for Adult. Continuing Education Journal, 98,
31-37.

Davidson, U., & Ryan, C. (2010).The real events attribution style questionnaire.
Journal of Social and Clinical Psychology, 6 (11), 345-388.
Bruhn, M. & Zia, B. (2011). Stimulating Managerial Capital in Emerging
Markets: The Impact of Business and Financial Literacy for Young
Entrepreneurs. World Bank Working Paper. From [Accessed 27 Davis, E. P., & Weber, J. A. (1990). Patterns and obstacles to financial
March 2015] management. Financial Counseling and Planning, 1, 42-51.

Carter, M. A., Cook, K., Weinberg, C. (1997). Planning and expectations Delafrooz, H. &Paim L. (2011). Determinants of financial wellness among
of the retirement experience. Educational Gerontology: An Malaysia workers. African Journal of Business Management 5 (24),
International Quarterly, 23(3), 273-288. 10092 - 10100.

Capuano, A. & Ramsay, I. (2011). What Causes Suboptimal Financial DeVaney, S. A. (1995). Saving and investing for retirement: The effect of a
Behaviour?An Exploration of Financial Literacy, Social Influences financial education program. Journal of the Family Economics and
and Behavioural Economics. (March 23, 2011). U of Melbourne Resource Management Biennial, 153-158.
Legal Studies Research Paper, (540).
DeVaney, S. A. (1996). Cash flow management and credit use: Effect of a
Cash, G. (1996). Financial wellness: Will it be your next health promotion financial information program. Financial Counseling and Planning,
program? Available 7, 71 –79.
http://www.healthy.net/library/articles/cash/center/worksite.html.
De BassaScheresberg, C., Annamaria L. (2014). “Gen Y Personal
Chen, H. & Volpe, R.P. (1998). "An Analysis of Personal Financial Finances.A Crisis of Confidence and Capability.”Working Paper,
Literacy among College Students". Financial Services Review, Vol. Global Financial Literacy Excellence Center.
7, No. 2, pp. 107-128
De Wet, C. (2010). The reasons for and the impact of principal-on-teacher
Christelis, D., Tullio J. & Mario P. (2010). “Cognitive Abilities and bullying on the victims’ private and professional lives. Teaching and
PortfolioChoice,” European Economic Review 54, pp. 18-38. Teacher Education, 26(7):1450-1459. Retrieved June 16, 2014

Cleek, M.G. & Pearson, T.A. (1985). Perceived causes of divorce: an

analysis of interrelationships. Journal of Marriage and the Family, Dowling, P.R. (2012). Cross-cultural psychology: research and
47(1)179-83. applications. Cambridge: Cambridge University Press.

Collins, J.M. (2012) “Financial Advice: A Substitute for Financial Literacy? Fletcher, C. N. (1997). Developing and evaluating personal finance
Working Paper Series, SSRN, (http://ssrn. education at the worksite: A case study. In E. T. Garman, J. E.
com/abstract=2046227).
Grable, & S. Joo (Eds.), Personal Finances and Worker Productivity 1(1)
(pp.54-59). Roanoke, VA
 Fernandes, D., Lynch Jr., G.L., Netemeyer, R.G. (2014) Financial Literacy, a modified Husserlian approach. Pittsburgh, PA: Duquesne
Financial Education, and Downstream Financial Behaviors. University Press. Retrieved November 10, 2014 from
Management Science 60(8):1861- 1883. http://www.amazon.com/The-Descriptive-Phenomenological-
Method-Psychology/dp/0820704180
Fraenkel, J.R., &Wallen, N.E. (2014). How to design and evaluate
research in education (5th ed.). New York: McGraw-Hill Godfrey, N. (2006). Making our students smart about money. Education
Digest, 71(7), 21- 26.
Fredrickson, B., & Cohn, M. (2010).Positive emotions.In M. Lewis, J. M.
Haviland-Jones,& L. F. Barrett (Eds.), Handbook of emotions Goldsmith, E. (1996). Resource management for individuals and families.
(3rd ed., pp. 548-573). New York, NY: Guildford Press New York: West Publishing Co.

Fryer, Jr. R. (2011). Teacher incentives and student achievement:.

Evidence from New York City Public Schools. Retrieved from Godwin, D. D. (1994). Antecedents and consequences of newlyweds’ cash
flow management. Financial Counseling and Planning, 5, 161-190.
Fitzsimmons, V. S., Hira, T. K., Bauer, J. W.,Hafstrom, J. L. (1993). Financial
management: Development of scales. Journal of family and Godwin, D. D. &Caroll, D. D. (1986). Financial management attitudes and
economic issues, 14, 257-273. behaviors of husbands and wives. Journal of Consumer Studies and
Garman, E. T. &Forgue, R. E. (2000). Personal finance (6th ed.) Home Economics, 10, 77-96.
Boston: Houghton Mifflin
Koonce, J. C. (1992). Cash flow management of low-income newlyweds.
Garman, E. T. & Bagwell, D. C. (1998). What is “Comprehensive PFEE”? A Financial Counseling and Planning, 3, 17-42.
Matrix of what ought to be. In E. T. Garman, I. Leech, S. Joo, &
D.C. Bagwell (Eds.), Personal Finances and Worker Productivity, Griffiths, E. W., &Mcleod, H. (2008).The enlightened eye: qualitative
2(1) (pp. 94-96). Roanoke, VA. inquiry and the enhancement of educational practice.
Upper Saddle River, NJ: Merrill.
Garman, E. T. & Leech, I. E. (1997). Employers pay dearly for the poor personal
financialbehavior of employees. In I.E. Leech (Ed.), Consumer Hancock, B., Ockleford, E.,Windridge, K. (2009). An introduction to
Interests Annual, 43, 179- 180. qualitative research. National Institute for Health

Garman, E. T. (1996). The negative impact of employee poor personal financial Hanushek, A. &Rivkin, S. (2007). Pay, working conditions, and teacher
behaviors on employers. Financial Counseling and Planning, 7, quality, ERIC, 17(1), 69-86.
157-168.

Garman T.E., Porter N.M., McMillion J.A. (1989). Financial counseling by a Hendrix, W. J., Steel, R. P. & Shultz, S. A. (1987). Job stress and life
corporation with a large number of employees. Proceedings of the stress: Their causes and consequences. Journal of Social Behavior
18th Annual South eastern Regional Family Economics/Home and Personality, 2(3), 291-302
Management Conference, pp. 76 - 84.
Hibbert, J. R. and Beutler, I. F., (2001). “The Effects of Financial
Gerardi, K. S. (2010). Financial literacy and subprime mortgage delinquency: Behaviours on the Quality of Family Life: Evidence from Adolescent
evidence from a survey matched to administrative data. Federal Perceptions”, Paper presented at the Proceedings of the
Reserve Bank of Atlanta Working paper series 201 Association for Financial Counseling and Planning Education,
Symposium conducted at the 19th Annual Association for Financial
Giorgi, A. (2009). The descriptive phenomenological method in psychology: Counseling and Planning Education Conference, Orlando, FL.
Hira, T. K., Fanslow, A. M.,Vogelsang, R. V. (1992). Determinants of
satisfaction with preparations for financial emergencies. Financial Kratzer, C. Y. (1998). A research study: Insights into participation on
Counseling and Planning, 3, 43-54. workplace financial education at south eastern chemical producer,
Incorporated (No.1998-04).Roanoke, VA: Virginia Tech Center
Isen, A. (2010). Some ways in which positive affect influences decision making for Organizational and Technological
and problem solving. In M. Lewis, J. M. Haviland-Jones, & L. F. Education.
Barrett (Eds.), Handbook of emotions (3 ed., pp. 548-573). New
York, NY: Guilford Press. Kvale, S. &Brinkmann, S. (2009). Interviews (2nd Edition): learning the
craft of qualitative research interviewing. Sage Publications
Insites (2007).Sexual orientation and suicide risk in the philippines: evidence Thousand Oaks: CA.
from a nationally representative sample of young filipino
men.Retrieved August 9, 2015.

Joo, S. (1998).Personal financial wellness and worker productivity. Komter, A. (2004). Gratitude and gift exchange. In R. A. Emmons & M. E.
(Unpublished Doctoral Dissertation), Virginia Polytechnic Institute and McCullough (Eds.), Thepsychology of gratitude (pp. 195±212).
State University, Blacksburg, VA.Joo, S.(2008). Oxford, NY/UK: Oxford University Press.
Personal financial wellness. In J.
J. Xiao (Ed.), Handbook of consumer research (pp. Landauer, J. (1997).Bottom-line benefits of Work/Life programs.
21–33). New York: Springer. doi:10.1007/978-0-387-75734-6_2. HRFOCUS, 2-3.

Keese, M.(2012). Who feels constrained by high debt burdens? Subjective vs. Langdridge, Darren. (2007). Phenomenological Psychology: Theory, Research
objective measures of household debt. Journal of Economic and Method.
Psychology, 33, 125–141.
Lerman& Bell (2006). Financial Literacy Strategies Where Do We Go From
Kapoor, J. R., Dlabay, Hughes R.J. (2014). Personal Finance. Here? Opportunity and Ownership Project Report No. 1, Center on
McGraw Hill, 11 th Edition. Labor, Human Services and Population.

Kempson, Elaine. (2009). Framework for the Development of Financial Lopez, M. L. (2016). Many Filipinos found to be still dependent on debt.
Literacy Baseline Surveys: A First International Comparative Business World Online.Retrieved from www.bworldonline.com.
Analysis. OECD, Directorate for Financial and Enterprise Affairs,
OECD Working Papers on Finance, Insurance and Private Lusardi, A., Mitchell, O.S.,Curto, V. (2010). Financial Literacy among the
Pensions. Young. Journal of Consumer Affairs, 44(2), 358–380.

Klapper, L. and Georgios, A. P. (2011). Financial Literacy and Retirement Lyons, A. C., Palmer, L., Jayaratne, K.S.U., Scherpf, E. (2006). Are we making
Planning in View of a Growing Youth Demographic: the Russian the grade? A national overview of financial education and program
Case.CeRP Working Paper, No. 114/11. evaluation. The Journal of Consumer Affairs, 40, 208-235.

Kim, J., Bagwell, D. C., Garman, E. T. (1998). Evaluation of workplace Mahdzan, N. S. & Tabiani, S. (2013). The Impact of Financial Literacy on Mack
personal financial education. In E. T. Garman, S. Joo, I. E. Leech, Individual Saving: An Exploratory Study in the Malaysian Context.
& D. C. Bagwell (Eds.), Personal Finances and Worker Productivity, Transformations in Business and Economics, Vol. 12, No. 1(28),
2(1), 187-192. pp.41- 55.

Kinnunen, U. and Pulkkinen, L., (1998). “Linking Economic Stress Marital N., Woodsong, C., MacQueen, K.M., Guest, G., Namey, E. (2005).
Quality among Finnish Marital Couples”. Journal of Family Issues, Qualitativeresearch methods: A data collector’s field guide. Family
Vol. 19, No. 6, pp. 705-724 HealthInternational,North Carolina, USA.
 public sector pay in Britain: A little bit of evidence. Economic
Mandell, L., & Klein, L. S. (2007).Motivation and Financial literacy. Journal 112, F107-F118
Financial Services Review, 16, 106-116
Oksanen, A., Aaltonen, M.,Rantala, K. (2015). Social determinants of debt
Mannings, C.E. & Curtis D. (2013). The art of leadership. New York: problems in a Nordic Welfare State: a Finnish register-based study.
McGraw Hill/ Irwin. Journal of Consumer Policy.Retrieved from
https://www.researchgate.net.
Maree K & Van der Westhuizen C. ( 2007). Planning a research
proposal.Pretoria: Van Schaik. Retrieved July 16, 2014 from Paul, K. (2006). Analyzing qualitative data.In Qualitative Analysis Handout (97-
http://web.up.ac.za/sitefiles/file/Maree%20CV%20- 153). Retrieved April 14, 2014
%20UP%20%202014.pdf

Mesina, R. (2016). Personality and achievement correlates of intrinsic and Penner, J.L. &McClement, S.E. (2008).Using phenomenology to examine the
extrinsic religious orientations. Journal of Personality and experiences of family caregivers of patients with advanced head and
Social Psychology, 12 (10), 234-269. neckcancer: reflections of a novice researcher. University of Manitoba
Winnipeg, Manitoba, Canada. Open Access article.
Mitchell, O.S., (2011). Financial Literacy and Planning: Implications for
Retirement Wellbeing.Working Paper 17078, National Bureau of Pittman, J. F. &Orthner, D. K. (1989). Gender differences in the prediction of
Economics Research.http job commitment. In E. B. Goldsmith (Ed.). Work and Family (pp.
227-248).Newbury Park, CA: Sage.
Mugenda, O. M., Hira, T. K., Fanslow, A. M. (1990). Assessing the
causal relationship among communication, money management Pomeroy, W. R. (1997). The EDSA Group: Financial education program.
practices, satisfaction with financial status, and satisfaction with In E. T. Garman, J. E. Grable, & S. Joo (Eds.), Personal Finances
quality of life. Lifestyles: Family and Economic Issues, 11, 343-360. and Worker Productivity, 1(1) (pp.92-93). Roanoke, VA.
\
Mullock, K. & Turcotte, J. (2012). Financial literacy and retirement Prochasca-Cue, K. (1993). An exploratory study for a model of personal
saving (Working Paper 2012-01). Retrieved February 20, 2013, financial management style. Financial Counseling and Planning, 4,
from http://www.fin.gc.ca/wp/2012-01-eng.asp> [Accessed 12 111-134.
January 2015]
Sage, R. & Grable, J. (2010). Financial Numeracy, Net Worth, and
Murphy, J. L. (2013). Psychosocial Factors and Financial Literacy. Social Financial Management Skills: Client Characteristics That Differ
Security Bulletin, Vol. 73, No. 1, 2013. Based on Financial Risk Tolerance. Journal of Financial Service
Professionals, 57-65.
Mwangi, I. W. &Kihiu, E. N. ( 2012). Impact of Financial Literacy on Access
to Financial Services in Kenya. International Journal of Business Raizer, M. W. (2012).Critical friends:acase study of teachers' professional
and Social Science Vol. 3 No. 19; October 2012 community in a reforming high school (Order No. 3105191).
My Peer Toolkit (2010). Learning by doing: a handbook for Available from ProQuest Dissertations & Theses Global.
professional learning communities at work (2nd ed.). Bloomington, (305341310).
IN:Solution Tree Press.
Ramsey, C.J. (2010). Teacher’s experiences with student bullying in five
Namey, G., Guest, G., Thairu, L., Johnson, L. (2007).Data reduction rural middle schools. Unpublished dissertation, Western Carolina
techniques for large qualitative data sets. Retrieved May 28, 2014 University, Cullowhee, NC. Retrieved October 15, 2014 from
from www.stanford.edu/~thairu/07_184.Guest.1sts.pdf http:www.ramseycasestudyonstudentbullying.pdf

Nickell, S. J., &Quintini, G. (2002). The consequences of the decline in Renninger, M. K. (1997). A realistic look at financial planning programs-
 What you get may not be what you need. In E. T. Garman, J. E.
Grable, & S. Joo (Eds.), Personal Finances and Worker Taylor, M. (2011). Measuring Financial Capability and Its Determinants
Productivity, 1(1) (pp. 30-40). Roanoke, VA. Using Survey. Social Indicator Research, Springer Science,
Volume 102, Issue 2, 297–31417.
Russell, L. R. (1997). Solving the money mystery: A description and
evaluation of a worksite education program. In E. T. Garman, Grable, Taylor-Carter, M. A. (1997). Planning and expectations of the retirement
J. E. &Joo, S. (Eds.), Personal Finances and Worker Productivity 1(1) experience. Educational Gerontology, 23, 273-288.
(pp.71-75). Roanoke, VA
Tufford, L. & Newman, P. (2010).Bracketing in qualitative research. Sage
Publications.

Sabri, M. & MacDonald, M. (2010). Savings Behavior and Financial Problems Van Rooij, M., Lusardi, A., Alessi, R., (2007). Financial literacy and stock
Among College Students: The Role of Financial Literacy in market participation, National Bureau of Economic Research,
Malaysia, Cross-Cultural Communication, Vol. 6, No. 3, 103-110. Working Paper 13565, pp.1-46.

Scannell, E. (1990). Dairy farm families’ financial management. Financial Varcoe, K. P. & Wright, J. (1991). Financial education canchange behavior.
Counseling and Planning, 1, 133-146. Advancing the Consumer Interest, 3, 14-19

Schiffrin, H. H., &Falkenstern, M. (2012). The impact of affect on resource Way, W. & Holden, K. (2009). Teachers’ Background and Capacity to
development: Support for the broaden-and-build model. North Teach Personal Finance: Results of a National Study. National
American Journal of Psychology, 14(3), 569-584. Endowment for Financial Education

Sinkovics, Penz, E. &Ghauri, P. (2008). Enhancing the trustworthiness of Williams, F. L., Haldeman, V., Cramer, S. (1996). Financial concerns and
Qualitative research in international business.Management productivity. In Proceedings of Association for Financial Counseling
International Review. and Planning Education, 147-155.

Sitko, M. (2013).An experimental study of the effects of cooperation and Wechsler, M. (1997). Creating behavioral change- Motivating employees to
competition upon group processes. Human Relations, 2, 199-231. plan, save, and invest for the future. In E. T. Garman, J. E. Grable, &
Joo (Eds.), Personal Finances and Worker Productivity, 1(1) (pp.
Speziale, H. J. S., & Carpenter, D. R. (2007).Qualitative research in nursing: 94-99). Roanoke, VA.
Advancing the humanistic imperative (4th ed.). Philadelphia:
Lippincott Williams & Wilkins. Retrieved January 3, 2014 from Zhang, Y. &Wildemuth, B. (2007).Qualitative analysis of content. Thousand
http://www.amazon.com/Qualitative-Research-Nursing-Humanistic- Oaks, CA: Sage Publications.
Imperative/dp/0781796008

Starks, H. & Trinidad, S. B. (2007). Choose your method: a comparison of

phenomenology, discourse analysis, and grounded theory.
Qualitative Health Research. Retrieved January 5, 2014.

Suter, N. (2012). Introduction to educational research: a critical thinking

approach, 2nd Ed. Sage Publications, Inc.

Taylor, M., & Francis, M. (2012).Internet resources and second language

acquisition. Human Relations, 6, 300-331.
 THE COMMITTEE

Kristoffer Franz Mari R. Millado, EdD

President
Executive Director

Geraldine D. Rodriguez, EdD, PhD

Vice President for Academic Affairs
Assistant Executive Director
Editor in Chief

Eunice A. Atienzar, EdD

Dean
Graduate School Director

Lyndon A. Quines, EdD

Chairman, Policy and Research
Associate Editor

Johhny S. Bantulo, EdD

Manager Operations
Statistics

Jeannet Canda, EdD

Qualitative Research Chairman
Production Manager

Francisco Espinosa Jr., EdD

Quantitative Research Chairman
Section Editors

Fredgie P. Pasco, EdD

Member, Editorial Board

Jocelyn S. Jiminez, EdD

Member, Editorial Board

Rudelyn Bantilan
Rolix Turreda
Secretariat