Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.

7170505, ISSN 2822-4353

Research Article

Stuck Up in the Middle of Nowhere: The Lived Experiences of Teachers’

Latency in their Career Progression

Jeralyn B. Longcob*, Jhen Airene B. Salatandre, Brian Ken G. Tatang,

Ed Christian J. Escubido, Jingoy D. Taneo, Cyril A. Cabello
For affiliations and correspondence, see the last page.

Abstract
Career progression empowers professionals to take a leap of difference in the environment they
are in. In the field of education, career progression is limited in terms of its impact to the academic
performance of the leaners. None investigated the lived experiences of the teachers having a hard time
moving from one position to a higher one. This study explicated the individual realities of the reasons
why teachers are having latency in acquiring a higher position – they are stuck in the middle. This study
used Heideggerian Phenomenology as the research design. There were 7 participants from Cañorong
Elementary School, Samboan District, Cebu, Philippines who qualified under the inclusion criteria
set in the study. Bracketing was initiated in order to avoid biases and impartiality. The data were
analyzed utilizing the Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and
modified by Van Kaam. This study gravitated three emerging themes that encapsulated the lived
experiences of the teachers’ latency in career progression. These themes, (1) Uncontrollable Choices,
(2) Contentment, and (3) Called to Serve, are expedient in highlighting and uncovering the realities
of the teachers’ world to the environment they are in. These themes necessitate for a balance of sound
policies to be instituted in every school where teachers juggle for providing quality education to the
learners while helping them thrive in their career. This study recommends for an encouraging
development and management plan such as additional personnel to assist them with their schools’ forms
and paperwork.

Keywords: Career Progression, Education, Teachers, Teaching Career, Phenomenology

Introduction reaching the maximum aim of the person existence is a

Attaining the extensive and maintaining transitions in
career progression react as an empowering means to
pave the way their yearning to grow in their respective
fields (Gustafsson et al., 2018). Through the
experience of the professionals, career progression
assists their personal and professional growth. As the
carrier progresses, satisfaction grows and more chances
of opportunities will be generated. However, the
teachers recognize components that hamper their
development and gives great impact both self and
society are given little to no attention in the literature
(Miller, 2019). This study captured the essence of
understanding the reasons of the participants’ latency
in career progression.
The captive in the point of career progression is still
expanding which makes the lives of the people even
harder that brought worry in work market. This
concerns the static capacity and development of the
economy prior to COVID-19 which must be given
awareness to stop or lessen this dimension (Rubens et
al., 2018). In both worker and the employer, it is
essential that they possess a high instance of staff
retention which takes place when workers have career
satisfaction through it (Stamolampros et al., 2019). In
life fulfillment which aids as the essential component
in the industry realm. This will provide light to progress
in their career.
Having a continuous growth to one’s career will give a
sense of accomplishment and fulfillment on a person
(Blustein et al., 2019). However, globally, ongoing
issues with regards to the capability of teachers in terms
of retention connotes to the result of the inability of
teachers to grow (Ingersoll et al., 2018).
Furthermore, since progression of career is low,
oftentimes teacher uses the idea of aiming for a higher
leadership position as a motivation for career
progression (Kalberg & Bezzina 2018). Career
progression is affected by personal and professional
development that the ladder of progression personally
and professionally could affect their career intensity
whether it will move or it will be static (Barnet et al.,
2017).
Additionally, constructed social experiences contribute
greatly to the extrinsic motivation of teachers in the
advancement of their careers. Peer pressure, character
development, salary adjustments are few of the
motivation that can trigger one’s professional
development (Mcmillan et al., 2016). Hence, career

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Research Article
progression can motivate individuals to attain the peak
or to the best of their abilities, but it should be noted that
opportunities and motivation will be of great impact.
This can be associated with how the teachers make
decisions as well. This is what social experiences
can influence the teachers career progression.
Career progression is vital in increasing the level of
energy that is a given in everyday life at work (Zacher
et al., 2019). If the progress is being hinder or impede
with numerous uncontrollable factors, dissatisfaction
and frustration are two of the obvious results that may
surface in the working life of a professional (Barros,
2019; Sadovets, 2021). It is expedient to create
management plans (Cabello, 2022) and mechanisms in
addressing the factors or reasons of overstaying in
particular position. In the teaching career, it is evident
that there are teachers who retired as teacher I. This
study will investigate and explicate the lived
experiences of teachers who are stuck in their position
for five years and elicit the reasons behind. Further,
this study endeavored to prevent from teachers in
retiring as teacher one – the first and last position in
the department of Education (DepEd).
Latency in career development is detrimental in human
development (Liu & Phelps, 2019). This is even more
accentuated in the life of the teachers that career
progression in the educational realm is having a static
condition (Miller, 2019). Most teachers are complacent
with regard to the current situation (Teacher I) they are
in. They believe that having this job is secured since it
is an item or plantilla already. However, this should
not be a good reason for them to be satisfied knowing
that the along with the itemed employment, financial
instability is also an issue (Tantawy, 2020). Most of
the teachers are loaded and soaked with financial loans
(Kaiser & Menkhoff, 2020) and obligations from the
different banks in the country which can affect the
career progression of the educators.
This study explicated the lived experiences of teachers
who are stuck in their current position for more than five
years. Their experiences are essential for the
administration to make management plans that
motivate and encourage them to climb up in the ladder
of promotion. Further, this study will shed light on the
different challenges and factors affecting the
educators’ career progression.
Research Questions
Generally, this study delved into the lived experiences
of teachers who are not promoted in their position for
five years. Specifically, this study answered the
following questions:
Longcob et al.
1. What are the reasons behind why the teachers are
stuck in their current position?
2. What are the challenges that hinders the participants
from being promoted?
3. What are the different individual realities of the
participants in terms of their work experiences?
4. What is the meaning and essence of their
experiences?
Literature Review
To provide substantial understanding about the
phenomenon, discussing every perspective with each
provided with pieces of empirical evidence including its
practical interaction and process should be
manifested. The construct, career progression is a very
important topic to delve with especially to the teachers
in public schools where the state is considered as area
of concern. Examining the causality of its existence
can be helpful in addressing the pressing issues relative
to the construct and will be beneficial for the teachers to
motivate them to undergone professional development.
Below are the scrutinized articles that are found to be
significant in elaborating the construct and in targeting
the factors and its interaction within the process of
creating the thought of behavior and the volition stage –
the performing of the behavior.
In the study of Minello et al. (2021), it sets its lenses to
the teachers which identified as academic mothers and
their state of pursuing career development activities.
Using interview as the main medium to gather data
and analysis employed in the study, the findings
revealed that as the change was prevalent in many
aspects of life during the pandemic, priorities among
academic mothers was also shifted resulting to a
negative impact to their participation in any career
development endeavors. Teachers during the pandemic
set their time to focus more into their teaching duties
as per measure to continue education because the new
mode of learning requires a lot of time in preparation for
the printed modules and online learning activities and
tasks.
Added with the pressure and challenges brought by the
new learning modality (Wong et al., 2021), challenge
in online resources such as internet connectivity (Nocco
et al., 2021), and responsibilities as a mother
(Staniscuaski et al., 2020), teachers experienced scarcity
of time resulting to set aside those activities especially
research that are pertinent in their professional
growth. Further, the study also explicated that non-
parent or childless teachers found to be more productive
in developing their career and academic mothers
perceived themselves as the most
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disadvantaged one resulting to be demotivated
(Cabello, 2022). With this, the study recommended to
focused the perspective of the sector to these teachers
and provide better opportunities for them by allocating
enough funding for their career advancement.
additional burden that hampered them from
progressing. Students tend to procrastinate since they
are conditioned not to learn (Olleras et al., 2022;
Riconalla et al., 2022). Most of the skills are not well
honed (Yamon et al., 2022; Pableo et al., 2022).

In all fields of profession, we always take risk in The discussion elaborated above provides inputs which
gambling for the future which we always follow our are very crucial in setting the parameter of this study.
vocation in life (Cabello et al., 2022). In this paper relay It draws the line about the necessary information that
from other related study where career decision can can be used to corroborate with the results extracted
affect the total growth of individual in their respective from this inquiry. This hopes to provide strong and
discipline (Bennett & Hennekem, 2018). Open-ended- evidence-based discussion of the results which is very
examination was utilized in mirroring their profession vital to sustain the cohesiveness of the study.
decision (Roberts & Lyons, 2020). Moreover, open-
ended-survey gives the expression on how teachers will
Methodology
respond based on their personal involvement as this
study explains the lived experiences. In the analysis
part the theoretical design of self-composition implies This study utilized the Heideggerian Phenomenology
in paving way on how they will be able to understand design. The purpose of this study is to explicate and
and create definition of their lived experiences (Caselli explore the lived experiences of the participants
et al., 2020). To any job or profession, career regarding the reasons, factors, and the untold stories
progression is vital. Through this, social status improves about the latency of their career progression in the
and employment satisfaction is high. Most especially Department of Education. Further, this research design
this boosts engagement and productivity. In the identifies the meaning and the essence of the existence
educational system teaching learning is essential to of their experience.
produce a quality outcome in their field (Kost et al.,
2020). Sampling Technique
In attaining quality of learning teachers must need to
In this study, the purposive sampling was being used
construct educational plans where they will be able to
wherein participants are chosen accordingly and
learn independent (Poitras et al., 2019). The objective of
appropriately in order to elaborate their experience why
this paper is to aid teachers self-adjusting
they stayed in the position for more than 5 years already.
knowledge in coherent impact in their career.
There were seven public school teachers of Cañorong
Participants was randomly designated to each of the two
Elementary School, Samboan District, Cebu,
active or stable version of nBrowser (Choi et al., 2020).
Philippines which comprises only 1 Teacher II position
The structural equation design propose that instructors
and the rest were Teacher I that served as the key
consumed slighter time throughout learning plenary
informants of the study. The sampling frame is theentire
anchoring the dynamic type of nBrowser. However, in
population of the school. With this, an inclusion
the means of effectivity teachers give justice in grasping
criterion was crafted to identify the right participants for
learning and information, while in the other hand, they
this study.
are unsuccessful to demonstrate than who are task in the
static state on the topic scheme task (Chen et al., 2018).
Inclusion Criteria
According to (Livariet al., 2020), that the perseverance
within them and in career progression does not come
1. Participants should be a teacher from Cañorong
naturally all the time. Various factors may affect
Elementary School, Samboan District, Cebu,
towards their improvement, which is their number one
Philippines.
concern is thesalary adjustment and the satisfaction why
2. Participants are classroom advisers or subject
they choose to be stable and just settle for where they
teachers.
are.
3. Participants are either pursuing post graduate studies
In this time of the pandemic, parents play a vital role or has been static for quite sometimes.
in assisting their children in coping with the academic 4. The participants should in their current position for
tasks (Abucejo et al., 2022; Ando et al., 2022; more than 5 years.
Bahinting et al., 2022) as coordinated with the teachers
as this will take into account for the worries and

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Data Collection
A transmittal letter was crated and sent to the school
principal in order to gain permission and approval in
conducting interviews among the participants. After
gaining the approval of the participants, they are set
for an interview schedule through digital platform
(Perez et al., 2022) and face-to-face manner. All
participants have a Facebook account and a messenger
application which the researchers used in order to
conduct the scheduling and the interview. This study
utilized an interview guide questions that went through
content validation (Cabello & Bonotan, 2021). The
sessions were recorded with the permission of the
participants. In gathering the data, the ethical
consideration set in this study was strictly followed.
Research Rigor
The researchers utilized Whittemore et al.’s (2001)
quality criteria in sustaining the rigor of the study.
Further, this quality criteria delved more on Credibility
and Authenticity; and (b) Criticality and Integrity. The
rigor of this study was strengthened when the
researchers performed bracketing. Bracketing is
essential in employing impartiality and avoiding biases
in the conduct of the study.
Ethical Consideration
This study used the ten principles on ethical
considerations by Bryman & Bell (2007). These are
the following ethical standards that should be adhered
in the current study: (1) it can be noticed and evident
that the key informants who are source of information
are not compromised and harmed; (2) it can be
exemplified that the respect towards the research
participants is evident; (3) there was no intimidation in
gathering the consent from the key informants; (4) the
privacy of the research participants was secured; (5)
the information obtained from the participants were
treated in the highest form of confidentiality; (6)
anonymity of everyone involved such as the
participating school and the teachers was observed; (7)
it was evident that deception was avoided; (8) the
monetary assistance that this current study may possible
be undertake was boldly stated if there any and if
applicable; (9) the research participants were
communicated and contacted in all honestly, lastly,
(10) biases and impartiality were avoided in the
conduct of this study.
Qualitative Analysis
Th i s s t u d y u t i l i z e d th e I n t e r p r e t a t i v e
Phenomenological Analysis (IPA) anchored from the
Modified Van Kaam Approach popularized by
Longcob et al.
Moustakas.
The responses of the research participants in this study
were evaluated which made the construing of the
following constructs such as; (1) The Uncontrollable
Choice, (2) Contentment and (3) Called to Serve. Below
is the presentation of the authentic experiences of the
participants and the themes formulated. (seeappendix,
Table 1.)
Results and Discussion
There are three themes generated after the analysis.
These are the Uncontrollable Choice, Contentment, and
Called to Serve. These themes are discussed
comprehensively with regard to the textural and
structural analysis of the individual realities that the
participants experienced.
Theme 1. The Uncontrollable Choice
Life is bounded by our own choices, which gives impact
to the future endeavors that everyone is juggling with.
The result reflected that efficacy is prominent part in
selecting the individual’s field in life (Akpochafo,
2020). Based on articles and manuscripts mentioned
above, choices are essential to people as it is the
fundamental step in emerging to the independent world.
Furthermore, this hones individual in making decision
weather right or wrong as long as it serves their lifelong
learning in life (Longworth, 2019). These choices create
the version of oneself through its own development
which involves the effect of their careerin life. Hence,
through the effect of own choices inlife, this exhibits
the respondents thought specifically to their answers
in the dialogue above that leads totheir uncontrollable
choices of career in life.
Participant # 1 stated that, “That is the only course that
my parents can afford and I am currently working on
stability”
The attestation of the participant # 1 exhibited that
parent’s decision prevails in which it is the only
program they can provide when it comes to financial
aspect. Parents played a significant role in life specially
in aiming for the goal of their children. Moreover, it is
the duties of the parent to assist the needs where
miscellaneous of their children is part of their quality
education. Moreover, it is the main reason of why
parent’s decision must be observed and followed to
avoid detrimental repercussions of misguided
decisions. However, career in life already supported the
participant #1 which gives steady and firm development
in life.
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Participant # 5 elaborated that, “Time did not permit me
as there are many reasons why I cannot pursuefrom
studying and as we wall know, it is through continuing
post graduate education that I will be promoted.”
There are circumstances that really challenge one’slife,
in the respondent #5 it is the time. Time is essential as
life to put to order the plans of individual takes, in this
case chasing or continuing from advance education
really is the difficult to achieve. Furthermore, time
is the only need and at the sametime the hindrance to
accomplish and advance in post graduate education.
Therefore, the effect of time impacts the results of one’s
future.
Participant # 6 mentioned that, “I am in the same
position because promotion is not my priority and
inaccessibility of colleges to enroll in.”
The participant affirm that promotion is not included
in its precedence. Likewise, unable to proceed to
advance education in any of the colleges for the reason
of personal satisfaction and it is in the rage of priorities
as of now. Moreover, the participant is bounded by the
set of priorities needs to be accomplish where it is an
uncontrolled decision for one’s life.
This theme, The Uncontrollable Choice, really
showcased the effect of teacher’s career in life,
learnings and so with the teaching strategies that can
be developed and applied in their field. The sub-theme
backups the interpretation on why teachers prefer to be
still in their chosen career and fields as of now. To this
end, the theme revealed that teachers make decisions
unmanageable towards their part which molds them to
the type of teachers right now. Therefore, this theme,
really defined the participants experiences of owns
choices in life.
Theme 2. Contentment
The discernment of fullness can be felt through the
psychological satisfaction aspect of one’s life.
Through contentment, teachers are able to aid their
pleasure for settling the status of what they are in the
present time (Cordaro et al., 2021). In the various
literature and articles, it displayed that being contented
of the career and life of individual gives delight within
themselves (Mckay, 2018). Furthermore, in life there
is what we called multidimensional presence whichnot
only dealt with the connection of authenticity but also
for the emotion and feeling that one possesses.
Therefore, contentment really is visible and observed
in this field or career.
Longcob et al.
Participant # 2, stated that, “I am happy and contented
in my present position”
The jubilation of person’s emotions really affects the
standard of the participant #2 status in life. Through its
happiness in enjoying the flow of events give a
pleasurable feeling to one’s self, the participant is not
after its position, hence it is the contentment state what
matters the most. Moreover, through pleasure and
joyfulness, life tends to settle in their comfort zones
which provide ease and life stability.
Participant # 7 discussed that, “This is an add on to my
responsibilities. Additional time to be reserved,
additional money for the enrolment, and addition tasks
aside from the school forms which are a lot.”
Extra duties may affect to individuals who’s providing
more than what is on the average level of their social
status. Time management assists individuals to track
their work to be productive through their assigned work.
However, added obligation gives more barrieron the
plans that resulted to time extensions where some of the
tasks are being unsettled that makes the participant
favors for more expansion of time. Furthermore, this
will affect the duties, financial, and responsibilities
given and tasked to be accomplish due to the unforeseen
circumstances that needs ample time to deal with.
Participant # 3 mentioned that, “The salary is just really
enough for me. I am single and I don’t worry ina lot of
things compared to married teachers. In my end, I would
say that I am contented with my salary. No need for me
to be promoted.”
Salary is essential in addressing and augmenting the
basic necessities of life. The expansive number of
populations really work for the sake of good salary to
provide their needs in everyday sense. Participant’s
earnings are sufficient that could support the basic
necessities in life. In addition, married instructors shave
more things to considered and priorities to set, not the
same in the participant’s phase in life being single not
much to worries about. Hence, the life the participant is
facing is abundant as it described not minding for any
promotions, salary and other opportunities that
comes with promotion.
Theme 3. Called To Serve
Promotion is what everyone wants. However, there are
factors affecting in getting promoted. Being a teacher,
as believed to have the most stable job in the country,
there are numerous decisions that need to be
considered. Promotion is not for everyone although
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everyone wants it especially when career maturity
reached its peak. The understanding of one’s
disposition will be clearer and more acceptable. One of
the manifestations of this statement is the lived
experiences of one of the participants.
Participant # 6 said that, “I am assigned to be in the
current class right now which I believe that promotion
will never visit me.”
The statement mentioned by participant 6 reiteratedthe
realities of teachers in the public school wherein
promotion will never visit them. This statement is
having a lot of interpretation. This can be interpreted
as the reason for the teachers to serve because they are
in a stagnant position in their current disposition in the
four corners of the classroom. The statement is like
having an end of the promotional journey. The reason
of their existence lies on the purpose of just plainly
serving the country by molding young minds to become
assets for nation building.
Participant # 4 expressed the sentiment of facing the
reality that, “I think that I am old enough for
promotion. I think I’ve reached my career maturity. I am
okay with this and if I will go to school and have myself
promoted, the tasks and trust of my school head might
be compromised since I will be dividing my time
and resources.”
The statement elaborated by the participant is a clear
manifestation that the number of years in service is
more than a decade already. It can also be gleaned that
the participant holds an office or designation that needs
so much of a time and attention. Being trustedby the
school head is something that a teacher can treasure.
The participant is in doubt of prioritizing her personal
and professional growth over the time and resources
that are devoted to the responsibilities and
accountabilities of a teacher entrusted with school
principal’s trust and confidence.
Conclusion
Everyone wants to be upgraded and promoted to
provide the basic needs to oneself and to the family. The
plight of the teachers in juggling the teaching
instructions and attending to the different demanding
school forms occupied their plate. This leaves no time
for them to grow professionally which can affect their
career progression, thus, they are stuck in the middle
of nowhere. There are Uncontrollable Choices that they
are facing in their current status quo wherein sometimes
Contentment would be their last resort. At
Longcob et al.
the end of the day, teachers are Called To Serve in
molding the learners for nation building. This study
recommends for an encouraging development and
management plan such as training and seminar
workshop for encouraging and boosting the morale of
the teachers and also, additional personnel can be added
to assist them with their schools’ forms andpaperwork.
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Longcob et al.
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Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7162257, ISSN 2822-4353
Research Article

J., Dichos, C. F., ... & Cabello, C. The Kitchen is Sinking: A

Phenomenological Study of the Technology and Livelihood Teachers
in the New Normal. Psychology and Education: A
Multidisciplinary Journal, 4 (1 ), 2 7 5 -2 7 6 . doi :
10.5281/zenodo.7034565

Affiliations and Corresponding Information

Jeralyn B. Longcob
Cebu Technological University
Moalboal Campus, Philippines
Jhen Airene B. Salatandre
Cebu Technological University
Moalboal Campus, Philippines

Brian Ken G. Tatang

Cebu Technological University
Moalboal Campus, Philippines
Ed Christian J. Escubido
Cebu Technological University
Moalboal Campus, Philippines

Jingoy D. Taneo
Cebu Technological University
Moalboal Campus, Philippines
Cyril A. Cabello, PhD
Cebu Technological University
Moalboal Campus, Philippines

Lorna L. Nellas
8/9
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7162257, ISSN 2822-4353
Research Article

Table 1. The Analysis

Themes Textural Language Authentic Experiences

Family Decision That is the only course that my
parents can afford and I am
currently working on stability (P1).

Time Element Time did not permit me as there are

many reasons why I cannot pursue
from studying and as we wall
THE UNCONTROLLABLE know, it is through continuing post
CHOICE graduate education that I will be
promoted (P6).

Responsibilities I am in the same position because

promotion is not my priority and
inaccessibility of colleges to enroll
in (P5).

Career Satisfaction I am happy and contented in my

present position (P2).

Additional Burden This is an add on to my

responsibilities. Additional time to
CONTENTMENT be reserved, additional money for
the enrolment, and addition tasks
aside from the school forms which
are a lot (P7).

Salary The salary is just really enough for

me. I am single and I don’t worry
in a lot of things compared to
married teachers. In my end, I
would say that I am contented with
my salary. No need for me to be
promoted (P3).

I am assigned to be in the current

class right now which I believe that
Static Station promotion will never visit me (P6).
CALLED TO SERVE
I think that I am old enough for
promotion. I think I’ve reached my
career maturity. I am okay with this
Career Maturity and if I will go to school and have
myself promoted, the tasks and
trust of my school head might be
compromised since I will be
dividing my time and resources
(P4).

Lorna L. Nellas
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