TEACHERS LEAVING FOR EMPLOYMENT OPPORTUNITIES ABROAD: IMPLICATIONS TO QUALITY EDUCATION

The migration of teachers seeking employment opportunities abroad has become a significant challenge for educational systems in developing countries, including the Philippines. This study explored the implications of teacher migration on the quality of education in the Philippines. This study employed a qualitative-descriptive research design with purposive sampling and semi-structured interviews to explore the implications of teachers leaving for employment opportunities abroad, using thematic analysis to identify key themes on the perceptions of teachers, administrators, students, and parents affected by teacher migration. The findings revealed several key themes related to the challenges faced by the remaining teachers. The disruption in curriculum continuity, due to differing teaching styles among incoming teachers. Increased class sizes and overburdened teachers led to a reduction in individualized attention, contributing to a decline in instructional quality as less experienced or temporary teachers replaced more seasoned educators. The emotional and psychological impact on students was significant, with many expressing feelings of abandonment and instability following the departure of beloved teachers. Remaining teachers experienced burnout from increased workloads. Additionally, the frequent turnover eroded the school culture and community, weakening relationships between students, parents, and staff. The constant flux of teachers posed challenges in implementing long-term educational strategies, with schools struggling to maintain momentum in curricular innovations. This study highlights the need for effective strategies to address the root causes of teacher migration, such as burnout and workload, to ensure that educational standards are maintained and that the well-being of both students and teachers is prioritized.