"MORE THAN WHAT I CAN OFFER": THE LIVED EXPERIENCES OF ALTRUISTIC PUBLIC-SCHOOL TEACHERS IN LAGUNA

Teachers, often referred to as “secondary parents,” sometimes go beyond their professional duties, dedicating their personal resources to support less privileged students. Altruism, though a selfless concern for the well-being of others without expectation of reciprocation can still come at a personal cost. Grounded in Batson's (1991) Empathy-Altruism Theory, the research utilized Interpretative Phenomenological Analysis (IPA) to deeply understand the personal experiences of altruistic public-school teachers (APTs) in Laguna. The findings revealed that APTs are primarily motivated by empathy, personal struggles, and a strong sense of responsibility to address their students' emotional and other personal needs. However, their altruistic behaviors lead to emotional exhaustion, financial strain, and relational complexities. Despite these challenges, teachers exhibit resilience by adopting coping strategies such as collaboration, emotional management, and seeking support from others. In response to these findings, the researchers propose the Altruistic Teacher Assistance (ALTA)—an adaptable framework that stakeholders such as Department of Education (DepEd) and school administrators can implement. ALTA includes structured recognition, mental health support, peer mentoring, and wellness initiatives to promote teacher well-being. The study underscores the urgent need for systemic reforms to ensure consistent support, address burnout, and sustain altruistic behavior.