Teachers’ Lived Experiences on the One Month Uninterrupted Vacation: A Phenomenological Exploration

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{"abstract":"This qualitative phenomenological study explored the lived experiences of teachers during the one-month uninterrupted vacation mandated by the Department of Education (DepEd) at Tambacan Elementary School, Iligan City, for the school year 2024–2025. The study was guided by the Job Demands-Resources (JD-R) Model, Conservation of Resources (COR) Theory, and Self-Determination Theory (SDT). It aimed to investigate how this uninterrupted break influenced teachers’ physical, mental, and psychological well-being and to understand the challenges and informal learning experiences encountered during the vacation period. Ten public elementary school teachers, each with at least five years of teaching experience, participated in focus group discussions and interviews. Thematic analysis revealed that the one-month vacation contributed significantly to teachers' relaxation and rejuvenation. Participants reported enhanced physical health, emotional stability, and improved mental clarity. Informal learning activities such as traveling, engaging in hobbies, spending quality time with family, and reflecting on personal growth were also found to enhance their sense of fulfillment and readiness to return to work. Despite the overall positive impact, several challenges emerged, including difficulty transitioning back to work, financial constraints, and lingering uncertainty due to changes in educational policies. However, peer support and family engagement served as strong coping mechanisms. Findings emphasized the importance of uninterrupted rest in promoting sustainable teacher well-being and highlighted the need for supportive policies, professional development, and inclusive implementation. The study concluded that uninterrupted vacation periods are essential in fostering teacher well-being, contributing to long-term job satisfaction and professional effectiveness. It recommends institutionalizing structured wellness programs, integrating flexible schedules, and ensuring psychological safety to maximize the benefits of such initiatives.","abstract_source":"original","authors":["Jeceryl Merto","Tito Mañacap"],"date":"2025-06-08","doi":"10.70838/pemj.390809","id":5488,"issue":8,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"e1373114e2b2e15f749cc77d9a73405aafb0787b98c0155a2911f8810a096d80","schema":"scimatic-article/1","title":"Teachers’ Lived Experiences on the One Month Uninterrupted Vacation: A Phenomenological Exploration","volume":39}

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