From Classroom to Community: Exploring the Experiences of Sexagenarian Educators in Shaping Local Governance

This study explored the experiences of sexagenarian retired educators in shaping local governance in the Municipality of Malungon, Sarangani, Philippines. Specifically, it examined their positive and negative experiences, coping mechanisms, and insights regarding their continued participation in governance after retirement. Guided by a qualitative multiple case study design, the research involved five purposively selected retired educators actively engaged in governance-related roles. Data were collected through semi-structured interviews, observations, and document analysis, and were analyzed using Colaizzi's phenomenological method to identify recurring themes across cases. The findings revealed that retired educators continue to make meaningful contributions to governance by leveraging their teaching experience, leadership skills, and community-oriented values to influence policy development, strengthen community engagement, promote inclusive decision-making, and bridge generational perspectives. However, participants also experienced challenges associated with age-related stereotypes, communication barriers, institutional and policy constraints, technological adaptation, health limitations, and evolving governance practices. To address these challenges, they employed coping strategies centered on resilience, continuous learning, collaboration, effective communication, adaptability, and strong family and community support networks. Their reflections emphasized the enduring connection between education and governance, highlighting the value of mentorship, evidence-based leadership, empathy, advocacy, and lifelong civic engagement in community development. The study concludes that retired educators remain valuable governance assets whose accumulated professional experience enriches participatory governance and public service beyond retirement. The findings further suggest the need for age-inclusive policies and institutional mechanisms that recognize, support, and sustain the participation of retired educators in governance through advisory roles, leadership development initiatives, mentorship programs, and community engagement opportunities, thereby strengthening active aging and local governance.