Passion and Perseverance: The Emotional Journey of a Teacher Applicant Repeatedly Applying to the Department of Education

Abstract

This phenomenological study explores the emotional journey of aspiring public-school teachers in the Philippines who repeatedly apply to the Department of Education (DepEd) but remain without permanent appointment. Thirteen teacher applicants on the Registry of Qualified Applicants were purposively recruited and provided rich, semi-structured narrative responses via Google Forms. Thematic analysis of the transcripts produced four interrelated themes: First the passion for teaching and student growth, highlighting intrinsic and altruistic motives that sustain applicants. Second the financial and emotional burdens of the prolonged application process, emphasizing costs for documents, travel, and the distress of extended uncertainty. Third, the psychological vulnerability and erosion of professional self-efficacy, where repeated non-selection precipitates self-doubt, fatigue, and identity challenges; and lastly the resilient hope and persistence, showing coping strategies such as faith, skill development, positive reframing, and active career planning. Findings revealed that repeated application is both a vocational commitment and an emotionally taxing process shaped by systemic hiring practices. Applicants’ perseverance is sustained by a strong sense of calling, hope, and adaptive behaviors, yet prolonged delays risk attrition and damage to professional identity. The study recommends more transparent, applicant-centered recruitment practices and targeted support (financial, informational, and psychosocial) to mitigate harms and better retain qualified candidates. By centering applicants’ lived experiences, this research contributes to an ethically informed understanding of teacher recruitment and offers practical implications for DepEd policy and local school-level support systems