Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 7 (2026)

Weathering the Years: Lived Experiences and Retention Motivations of Seasoned Private School Teachers

Aiken Mae Ganade | Marilou C. Sabud | Domingo V. Origines | Zandro P. Ibañez | Augie E. Fuentes

Discipline: Teacher Training

 

Abstract:

Local studies on teacher retention motivation in Philippine private schools remain limited, particularly those that examine how seasoned teachers make meaning of their long-term commitment to teaching. This phenomenological study explored the lived experiences of eight seasoned private school teachers and examined the personal, professional, and institutional factors that shaped their decision to remain in the profession. Data were gathered through interviews from late 2025 to early 2026 with seasoned private school teachers with 15 years or more experience in secondary private schools within the Division of Davao del Sur, Region XI, Philippines. Thematic analysis shows three major themes and nine emerging themes. Findings revealed the factors in teacher retention in private schools, such as fulfillment in student success, developed emotional resilience through learner diversity, built strong relationships within the school community, and viewed teaching as a form of service. Adaptive teaching practices, inclusive approaches, technology use, professional development, recognition, self-care, and support from school administrators also strengthened their long-term commitment. The teachers’ narratives showed that retention was not only a matter of employment continuity but also a process of identity formation, as they came to see themselves as mentors, caregivers, community servants, and committed professionals. These findings may guide private school leaders in designing retention initiatives that support teacher well-being and professional development, build meaningful relationships, and foster a strong sense of purpose.



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