Abstract
The teaching profession, particularly within the Department of Education (DepEd) in the Philippines, holds a position of immense societal reverence and is considered the bedrock of the country's educational system. Despite this high regard, teachers consistently face significant systemic challenges that compromise their well-being and professional sustainability. This phenomenological study, titled "The Unsung Heroes: A Phenomenological Study of Overworked Yet Underpaid DepEd Teachers," was conducted to explore the lived experiences of DepEd teachers in the Philippines regarding the persistent challenges of overwork and underpay. Employing a qualitative approach, in-depth, semi-structured interviews were conducted with nine (9) purposively sampled DepEd teachers from Ormoc City. The study aimed to move beyond quantitative data to capture the intricate human experiences, emotional weight, and psychological toll of these dual burdens. Thematic analysis of the interview data, which reached theoretical saturation at the seventh respondent, revealed a profound paradox between the societal reverence for the teaching profession and the teachers' daily reality of extensive non-teaching duties, insufficient compensation, and chronic stress. Key themes that emerged included the erosion of professional identity, the overwhelming burden of a multifaceted workload, significant financial strain leading to a need for supplementary income, and the deep-seated feeling of being undervalued despite a strong sense of professional commitment. The consistent findings highlight the urgent need for systemic reforms to improve teacher welfare, advocating for a more equitable balance between professional responsibilities and commensurate compensation to ensure a sustainable and high-quality educational system.
