A Narrative Inquiry into the Retirement Experiences of Former Principals and Teachers: Implications for Educational Management and Post-Retirement Support Systems in Selected Districts of Quezon Province

Abstract

This study focused on the retirement experiences, challenges, and coping mechanisms of retired educators. Purposely chosen ten participants- 5 retired principals and 5 retired teachers, from Quezon Province, were involved in the study, who shared their stories using semi-structured life-story interviews. This qualitative narrative inquiry, grounded in design and narrative thematic analysis, presents findings that depict retirement as a multidimensional transition characterized by mixed emotions, including relief, loneliness, and uncertainty. Retired educators engaged in community service, religious activities, mentoring, and part-time jobs to find new purpose while experiencing the loss of professional roles and rebuilding their identities. Some faced financial challenges, tried new livelihoods, and relied on family support to maintain economic stability and plan and manage resources amid various issues. They also enhanced resilience and a sense of belonging through social groups, especially peers, family, and church. This study highlights the importance of proactive retirement planning across all aspects of life. It is recommended that a narrative-based training manual be created to assist teachers in their planning for a meaningful life after retirement.