The Exit Point: Uncovering the Participation Behind Educators’ Departure from the Department of Education

Teacher attrition remains a critical concern for public education systems because it affects instructional continuity, teacher morale, and school stability. This qualitative phenomenological study explored the lived experiences of ten former public elementary school teachers from Manay North District, Division of Davao Oriental, who voluntarily left the Department of Education after at least five continuous years of service. In-depth semi-structured interviews were conducted, audio-recorded with consent, transcribed verbatim, and analyzed through thematic analysis. Member checking, reflexive documentation, and triangulation of interviews, field notes, and available institutional records supported trustworthiness. Findings showed that departure was shaped by three interrelated challenge themes: excessive system demands, weak institutional support, and damaged well-being. Participants coped through personal management, support networks, and meaning-making, yet these strategies had limited effect when organizational stressors persisted. Based on the findings, a ten-phase enhancement program for professional growth was developed to strengthen workload management, communication, resource support, wellness, mentoring, teacher recognition, and program evaluation. The study concludes that voluntary exit from public teaching was not primarily a loss of commitment to learners, but a response to accumulated work demands, limited voice, and compromised well-being. Teacher retention initiatives should therefore move beyond individual resilience and address the organizational conditions that make teaching sustainable.