Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 49 no. 9 (2025)

Beyond the Blackboard: Unraveling the Forces Behind Former Public School Teachers’ Transition to Online English Teachers

Allyssa Kate Gabor | Lily Grace Morales

Discipline: Education

 

Abstract:

This qualitative phenomenological study explores the experiences of five (5) former public school teachers from Mindanao who transitioned to English as a Foreign Language (EFL) online teaching. They were selected through convenience sampling and participated in online interviews. The data gathered were analyzed through thematic analysis, revealing five major themes: workload, mental health, work-life balance, compensation, and professional growth opportunities. Common reasons for leaving public schools were excessive non-teaching duties, overwhelming teaching load, and long working hours. Others faced toxic work environments and unrealistic expectations from superiors. Financial concerns also emerged, as participants sought higher salaries and additional income opportunities. On the other hand, online teaching showed flexibility, a better working environment, and a higher earning potential. Moreover, it offered access to global training, certifications, and other career paths—only a few expressed willingness to return to public schools if conditions improved. Most of them still preferred the freedom and ease of online teaching. Therefore, these findings highlight the need for immediate action. Addressing these issues may resolve teacher retention and build a more sustainable education system in the Philippines.



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