Lived experiences of DepEd teacher applicants: A phenomenological study

Abstract

This study explored the lived experiences of DepEd teacher applicants in Compostela District during the 2025–2026 school year. It focused on understanding their experiences, challenges, coping mechanisms, and insights as they went through the hiring process. In many cases, applying for a teaching position was not simply about submitting documents and waiting for results. A qualitative phenomenological research design was used to capture these realities. Ten teacher applicants were purposively selected, and data were gathered through in-depth interviews. The responses were examined using thematic analysis. The findings revealed that the application journey was often described as emotionally demanding yet meaningful. Participants viewed the process as full of ups and downs, hardships and faith, pressure and patience, but also growth and fulfillment. The major challenges they encountered included long waiting periods, stressful examinations and interviews, financial difficulties, long-distance travel, and the burden of gathering numerous requirements. These struggles sometimes led to self-doubt, exhaustion, and discouragement. Despite this, the participants found ways to cope. They stayed motivated by thinking about the students they hoped to teach, drawing strength from family and friends, reframing rejection as part of the journey, and holding firmly to their purpose of becoming teachers. They also practiced self-care through short breaks, prayer, journaling, reflection, and spending time with loved ones. The study further revealed that these experiences gave applicants important realizations about resilience, patience, and the need for a more humane and responsive hiring system. The participants hoped for clearer communication, more transparent guidelines, fairer opportunities, and a more inclusive application process. Overall, the study highlights that behind every teacher application is a person carrying both ambition