Push and Pull Factors Influencing DepED Teachers’ Migration Abroad

Abstract

This qualitative study examined the phenomenon of brain drain among former public school teachers in the Department of Education (DepEd) Schools Division of Zambales. Anchored in Lee’s Push-Pull Theory of Migration and Herzberg’s Two-Factor Theory of Motivation, this study examined how emotional, cultural, and professional factors influence teachers’ decisions to seek overseas employment. The study aimed to describe teachers lived experiences, identify key push factors, examine perceptions of compensation, workload, and career advancement, compare local and overseas opportunities, and explore challenges in migration decision-making.
A phenomenological design guided by Clark Moustakas was employed. Data were gathered through semi-structured interviews with thirty (30) purposively selected former DepEd teachers in Zambales and analyzed using thematic analysis following Braun and Clarke. Findings revealed that migration intentions are driven by interconnected factors, including burnout, emotional exhaustion, and feelings of being undervalued. Cultural influences, such as family expectations and societal views that equate working abroad with success, also play a significant role. Professionally, excessive workload, administrative demands, limited career advancement, and inadequate compensation further push teachers to consider leaving. Participants perceived overseas employment as offering clearer career pathways, stronger recognition, and greater financial stability. However, migration decisions were accompanied by emotional struggles, including fear of uncertainty, separation from family, and guilt about leaving students behind.
The study concludes that teacher migration is a multidimensional phenomenon shaped by systemic inefficiencies, cultural pressures, and professional dissatisfaction. To address these challenges, the dissertation proposes Project S.T.A.Y. (Support, Transform, Advance, Yield: Teacher Retention), a holistic intervention framework designed to strengthen teacher well-being, streamline workloads, enhance career growth opportunities, improve compensation and incentives, engage communities in reframing cultural narratives, and sustain retention through continuous monitoring and policy refinement. Grounded in both local realities and global literature, the framework offers a comprehensive strategy to mitigate brain drain and sustain the teaching workforce in Zambales.