Teaching as an Existential Challenge: A Phenomenological Study of Teacher Well-Being, Identity, and Commitment

While teaching is a noble calling, the internal struggles of private school educators are often overlooked. This study explores the intersection of existential challenges, meaning-making, and professional commitment at Pacific Southbay College, Inc. Guided by Viktor Frankl’s Existential Theory, the research employs a descriptive phenomenological approach to understand how educators navigate heavy emotional and administrative demands. Through in-depth interviews with eight purposively selected teachers, all with at least three years of experience, the study identifies a professional landscape defined by significant role overload. A key finding reveals teachers acting as "emotional shock absorbers," internalizing student traumas at the cost of their own well-being. To manage these pressures, educators utilize "social scaffolding" (family, peers, and faith) and "reflective distancing" to regain balance. Ultimately, teacher persistence stems from reframing hardships as "purposeful sacrifices." This meaning-making process strengthens vocational identity and drives long-term commitment. These findings suggest that private institutions must move beyond administrative checklists to address the holistic, existential needs of their faculty.