Abstract
This study was conducted to investigate the competencies of teacher applicants and their entry to DepEd Bukidnon, School Year 2024-2025. It employed the Phenomenological Qualitative research design. This study revealed the following findings: The teacher applicants in the DepEd Division of Bukidnon demonstrate resilience, varied viewpoints on employment within DepEd, and a dedication to personal and professional development, prioritizing student advancement through flexible teaching methodologies and promoting enhancements in their instructional strategies and the DepEd recruitment process. The experience of DepEd teacher applicants includes persistence, different paths to becoming a teacher, personal growth, and a strong desire to help students succeed. This is reflected in their commitment to ongoing professional growth, interesting teaching methods, and a shared goal of improving both the teaching process and the DepEd hiring process. This includes a complete approach to learning and growth through reflection and hands-on experience. This study offers the following recommendations: To ensure their chance of being hired in the DepEd Division of Bukidnon, teacher applicants may meet all the criteria set and proactively network with existing DepEd teachers, engage in pertinent training programs, and demonstrate their adaptability and dedication to student development during interviews and demonstration lessons. To make the DepEd hiring process better, it may use a more open and merit-based system that takes into account feedback from teacher applicants, speeds up the process, and makes sure that it fits the changing needs of both teachers and students in the education field.
