ABSTRACT
The qualitative study aimed to determine the experiences of teacher applicants in the hiring process of the Department of Education (DepEd). The research method utilized in the study was qualitative using in-depth interview and the design was phenomenology. It was found out that teacher applicants’ experiences in the hiring process were struggle and difficulty, need many preparations, disappointments, favoritism, and unprepared for the series of activities.
It was also found out that financial issues, time management, unfavorable practices, and use of technology were the challenges encountered by the teacher applicants during the entire hiring process. Through in-depth interview with the participants, it was found out that accepting reality, staying focus, trusting God, establishing support system, and getting prepared were among the ways on how teacher applicants managed the challenges they encountered in the hiring process. Results and recommendations served as the bases for policy recommendation.
Keywords: Experiences, Teacher Applicants, Hiring Process, Policy Recommendation
INTRODUCTION
Education is a powerful driver of youths for country’s development. Most of the youths need qualified, excellent, and dedicated teachers for their educational journey.
Conversely, becoming a permanent teacher is not easy. Teacher applicants need to face all the challenges and struggles in applying before landing in a permanent position. Most of them suffer in a flawed hiring process but it cannot be denied since it’s the scenario in DepEd hiring process that an applicant should undergo.
The Southeast Asia Primary Learning Metrics’ Report (2019) reveals that the lack of qualified teachers was a significant issue impeding school capacity to instruct children as a result of various hiring and selection process inconsistencies. In almost all countries, a non-negligible proportion of children was taught by teachers who had not received any training in reading prior to or during their service. If the hiring and selection process is structured in such a way that qualified teachers are selected, it is unlikely that poor performance will occur.
The recruitment, selection, and placement (RSP) system plays a critical role in ensuring that an organization has right talent in the right positions. Effective recruitment, selection, and placement processes contribute to the overall success and productivity of the workforce. It also plays a vital role in the satisfaction and retention of employees, as individuals who are well-suited for their roles and are more likely to be engaged and motivated in their work. The emphasis on organization's ability to respond to the challenges and opportunities of the 21st century, particularly in the context of delivering quality, accessible, relevant, and liberating basic education, suggests a forward-looking approach to human resource management within the Department of Education. Therefore, it is necessary to uphold the integrity and sanctity of this system for the ultimate losers will be our learners, who are also the future of our country (Tejano, 2022).
Furthermore, the success of a school is intricately linked to the effectiveness of its workforce. Quality recruitment and selection processes are keys to ensure that the right people contribute to the growth and success of the educational institution.
Teacher applicants who wish to enter in DepEd should take all necessary preparations during the hiring and selection processes. As applicants, there are more struggles which constitute to become successful teachers. Despite of the different struggles and challenges being faced by each applicant, there are still many of them who aspire for a permanent position in DepEd for security reasons. Some of them submit application in their respective district for ranking purposes several times and others are fresh graduates and do several preparations during the entire process.
Based on my observations, those applicants who did not find luck in their district preferred to transfer in other places but others still stayed on their respective district for several reasons. Others lose their hopes and quitted on ranking due to financial constraints. Applicants who usually enter the permanent position are those who have relatives currently working in the DepEd or due to political intervention.
Being an aspirant for permanent position is not easy. Everyone needs patience, resilience, and dedication. Others experience a feeling of disappointments and tend to lose hope, while others continue to aspire. They still hope for a luck in permanent position.
Due to these observations, the researcher would like to determine the experiences of teacher applicants in the hiring process of the Department of Education (DepEd) as bases for policy recommendation.
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