NAVIGATING the UNTOLD ACCOUNTS and SENTIMENTS of PRIVATE ELEMENTARY SCHOOL PERSONNEL with TRANSIENT TEACHERS: A MULTIPLE CASE STUDY

This qualitative multiple-case study aimed to uncover how personnel in private elementary schools navigate the challenges that arise when working with transient teachers. Conducted in two (2) private elementary schools in Maniki Kapalong Davao del Norte, Philippines, the study focused on the lived experiences of key personnel who directly engage with transient teaching staff. The research involved in depth, one-on-one interview with four (4) primary participants: a school principal, an academic coordinator/ head teacher, a head of Hr, and tenured educator. To enrich the data and validate responses, four (4) additional informants : assistant principal, a fellow head teacher, a colleague from Hr, and another tenured teacher, were also interviewed. Using a qualitative research design and a multiple-case analysis to explore the emotional and professional challenges faced by personnel. These included the emotional toll of frequent staff turnover, the difficulty of adapting to constant changes, and the challenges in implementing consistent instructions and maintaining instructional quality. Participants revealed coping strategies such as fostering collaboration, maintaining open communication, and conducting thorough orientation programs for incoming teachers. The findings also highlighted the importance of mutual respect, positive interpersonal relationships, and a supportive institutional culture in mitigating the disruptions caused by transient teaching staff. This study not only fulfills academic requirements but also contributes to the broader discourse on educational policy and school management. By centering the voices of those most affected, it offers practical insights for improving institutional responses to teacher transience in private elementary schools and underscores the need for systemic support mechanisms to ensure educational continuity and staff well-being.