Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 3 no. 3 (2025)

Illuminating the Accounts of Elementary Teachers in Their Unheard Requests for School Assignment Transfer: A Phenomenology

Jhambe T. Trespecios | Jandy Daga-as

Discipline: Education

 

Abstract:

This study aimed to explore the lived experiences of elementary teachers whose requests for school assignment transfers have remained unaddressed. It sought to understand the emotional, professional, and organizational impacts of these unresolved requests. A phenomenological qualitative approach was employed to capture the depth of teachers’ experiences. Using purposive sampling, 10 elementary teachers from various schools were selected. Data were gathered through in-depth interviews and focus group discussions. The analysis revealed key themes including emotional distress, workplace challenges, and uncertainty regarding professional growth. Participants expressed frustration over the lack of transparency and fairness in the transfer process, which led to feelings of helplessness and dissatisfaction. In response, teachers coped by seeking emotional support from peers and family, pursuing professional development, and maintaining open communication with school administrators. The study concludes that unaddressed transfer requests negatively affect teacher morale and well-being. It emphasizes the need for policy reforms that ensure clear guidelines, equitable implementation, and enhanced support systems. These insights provide a basis for more responsive and transparent administrative practices in school assignment transfers.



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