Exploring the Exodus of Migrant Teachers from Cebu Province: Empirically Grounded Strategic Policy Framework from Phenomenological Findings

The growing phenomenon of teacher migration from the Philippine Department of Education (DepEd) highlights pressing systemic challenges within the public education sector. This study aimed to understand why DepEd teachers choose to migrate by exploring their lived experiences after resigning from their posts in Cebu Province to pursue employment abroad. Using a transcendental phenomenological approach, the research examined systemic, institutional, and personal factors that shaped their decisions. Findings reveal a pattern of disillusionment linked to administrative inconsistencies, inadequate compensation, excessive non-teaching workloads, unsupportive workplace environments, and limited institutional backing. For instance, one participant shared how the lack of support during the pandemic influenced their decision to seek work overseas. Another described how persistent administrative demands left little time for meaningful teaching. In response to these challenges, the study proposes A Strategic Policy Framework to Improve Teacher Retention. This policy framework advocates supporting and empowering educators through equitable compensation and mental health initiatives; refocusing teaching on core instructional tasks by minimizing non-teaching responsibilities; and improving learning conditions through resource allocation and structural reforms. The framework aspires to strengthen teacher retention and contribute to a more resilient and high-quality public education system.