UNVEILING TEACHERS` MOTIVATION OF LEAVING DEPED TO TEACH ABROAD: A NARRATIVE INQUIRY

The migration of teachers from their home countries to pursue teaching opportunities abroad is a growing phenomenon that has significant implications for both the countries of origin and the host nations. Many teachers have opted to leave their positions in the Department of Education (DepEd) to seek better financial opportunities, career advancement, and improved working conditions overseas. Understanding the motivations behind this decision is essential for addressing the issues of teacher retention and brain drain within the education sector. This study aimed to explore the lived experiences of teachers who have left DepEd to teach abroad, delving into the factors that influenced their decisions and the potential impact on the local educational system in Lutayan District II, Sultan Kudarat Division. The trend of teachers leaving DepEd for overseas opportunities has been particularly noticeable. The region faces unique socio-economic challenges, including limited resources, large student-to-teacher ratios, and low wages compared to more urbanized areas in the Philippines. This study employed a qualitative research design, particularly narrative inquiry. The participants of this study were the selected ten (10) teachers who chose to teach abroad, who qualified the inclusion criteria set by the researcher through Purposive Sampling Technique of Creswell (2013). A semi-structured interview was utilized in this study as an exploratory tool used during the interview and Focus Group Discussion (FGD) which protocols were adopted from the study of Ngag (2023).  This instrument was validated by the panel of evaluators who are experts in the construction of relevant instruments. All gathered raw data from the participants through interview and FGD were transcribed using the transcription process of Kvale and Brinkmann (2009). A thematic or content analysis patterned after Clark and Braun (2006) was used to analyze the transcribed data from the interview and Focus Group Discussion (FGD). The results reveal that teachers are motivated to leave DepEd for higher salaries, better work environments, and access to advanced technology abroad. Factors such as professional development opportunities, cultural experiences, dissatisfaction with DepEd, family considerations, and improved work-life balance also play significant roles. International teaching environments offer higher pay, less stressful workloads, better resources, and more opportunities for career growth and personal fulfillment. Financial considerations, such as higher salaries and better benefits, dominate migration decisions, complemented by professional growth opportunities and personal aspirations like family reunification. While some teachers excel abroad, others face adjustment challenges, with the migration of experienced educators contributing to a brain drain in the Philippines. Teachers abroad report better recognition, appreciation, and financial stability compared to the stressful workloads and limited recognition in DepEd. In conclusion, teacher migration highlights the need for DepEd to address financial, professional, and systemic issues to improve teacher retention and the quality of education. The stark contrast in working conditions and career prospects underscores the challenge of retaining skilled educators within the country.