The Hiring Experiences: Perspectives of Newly Hired District of Dumangas I Reapplicant Elementary Teachers

Abstract

This study explored the hiring experiences of newly hired reapplicant teachers in the District of Dumangas I. It provides valuable insights to refine policy and practice. Additionally, understanding the challenges faced by reapplicants not only enriches the existing body of knowledge but also helps school districts refine their hiring processes. Ultimately, this study aspires to contribute to the development of more effective hiring practices. Using a qualitative phenomenological approach, the researcher conducted phenomenological interviews with eight select reapplicant teachers who had recently undergone the hiring process. Data were thematically analyzed using Colaizzi’s method. Findings revealed that reapplicants face significant obstacles, including systemic barriers, intense competition, and emotionally taxing experiences. Common themes that emerged are “attrition of aspiration,” “shadow of doubt,” and “resilience rooted in faith,” reflecting the emotional struggles and determination of applicants. Participants also reported discrepancies between their expectations and actual experiences, particularly regarding fairness, evaluation, and the lengthy application timeline. Nevertheless, the presence of support systems, such as family encouragement, peer motivation, administrative guidance, and spiritual strength, proved essential in helping them persevere. The study confirms a need for transparency, realistic interviews, and alignment between hiring policies and implementation. Also, strengthening emotional and institutional support structures is recommended to ensure a fairer, more humane, and encouraging hiring process for future applicants.