Lived Experiences of Teacher-Applicants in the
Department of Education (Deped) Iligan
Abstract:
This study explored the lived experiences of teacher-applicants navigating the recruitment and selection process within the Department of Education (DepEd) Iligan City, guided by the provisions of DepEd Order No. 007, s. 2023. Employing a qualitative research design, the study utilized in-depth interviews to capture the personal and professional narratives of teacher-applicants. It examined the challenges, motivations, and aspirations they encountered throughout the recruitment stages—namely, the publication of vacancies, document submission and assessment, qualification evaluation, comparative assessment, and final appointment. Findings revealed that applicants experienced considerable financial strain, emotional stress, and technical difficulties, particularly in navigating online systems and fulfilling administrative requirements. Social support from family, peers, and mentors emerged as a key factor in overcoming these barriers. Although the policy aimed to streamline and promote transparency, it also introduced new layers of complexity for applicants. The study emphasizes the need to address these financial, emotional, and technological obstacles by enhancing support mechanisms and refining policy implementation.
Keywords: education policy, recruitment process, teacher applicants, qualitative research
Indexing
