Stories of Struggles and Success of Novice Teachers Transitioning From Private to Public Schools

Abstract

This qualitative phenomenological study explored the stories of struggles and successes of novice teachers who transitioned from private to public schools in selected districts in the Division of Bukidnon, Mindanao, Philippines, during School Year 2025–2026. Fifteen novice public school teachers who previously taught in private schools were chosen through snowball sampling and participated in semi‑structured, open‑ended questions administered via online questionnaires. Data were analyzed using Braun and Clarke’s thematic analysis, creating themes on reasons for transition, struggles and difficulties, coping strategies, and recommendations for prospective transferees. Findings showed that teachers moved to public schools mainly for financial security, professional growth, and a sense of vocation to serve underserved learners, yet they encountered resource limitations, heavy workloads, large class sizes, and poverty‑related learner difficulties. To cope, they relied on collegial support, careful planning and time management, resourcefulness and improvisation, and a flexible, service‑oriented mindset, which in turn shaped practical recommendations for teachers considering the same move. The study stresses the need for stronger institutional support and policy responsiveness to ease novice teachers’ transition from private to public schools and sustain their commitment to the public education system.