Abstract
The study explored the lived experiences of non-Muslim secondary teachers in a Maguindanaon-dominated public school. It identified the experiences, joy, challenges, satisfaction and dissatisfaction, influence in teaching performance, and coping mechanism of non-Muslim secondary teachers. A Transcendental Phenomenology was employed to describe their lived experiences. The study used criterion sampling to identify the five participants from a public school in Buluan Maguindanao Del Sur, BARMM, Philippines. Semi-structured interviews were conducted to gather enriching data from the five participants. Through Thematic Analysis, the non-Muslim secondary teachers’ lived experiences centered on six relevant themes: Challenges and Difficulties in Service; Joy and Happiness; Influence in Teaching Performance; Satisfaction and Dissatisfaction; Adjustment and Contextualization; and Employment Preferences.
