Bridging the Gaps: A Phenomenographic Inquiry into the Perceived Disconnect Between Central Office Policies and Ground-Level Realities Among DepEd Non-Teaching Personnel

This phenomenographic study explored the qualitatively different ways in which non-teaching personnel in the Philippine Department of Education (DepEd) conceptualize the disconnect between central office policies and ground-level administrative realities. Eighteen non-teaching staff members from various regional and division offices participated in a written interview process in July 2025. Data analysis revealed four distinct conceptions of the policy-practice gap: (1) policy as prescriptive but detached, (2) policy as an imposed challenge and catalyst, (3) policy as symbolic compliance, and (4) policy as a source of ethical dissonance. These conceptions were organized into an outcome space that ranged from superficial implementation to deeply reflective moral tension. Anchored in Street-Level Bureaucracy Theory and Public Service Motivation Theory, the study highlights how administrative personnel navigate, interpret, and respond to bureaucratic directives within their institutional contexts. Findings underscore the need for more inclusive and context-sensitive policy processes that recognize the experiential knowledge of frontline administrative staff. By surfacing the often-unheard voices of non-teaching personnel, this study contributes to a more human-centered understanding of educational governance. It opens pathways for reforms rooted in empathy, dialogue, and mutual respect.