A Phenomenology on Career Progression Aspirations of Teachers in Coastal Community

Abstract

Teachers in coastal communities often encounter unique geographical and socio-economic challenges that influence their professional growth and career advancement. This study aimed to explore the career progression aspirations of teachers in coastal communities, focusing on their lived experiences, perceived challenges, and support mechanisms that shape their professional development.

The study utilized a qualitative phenomenological research design involving elementary teachers from the Siruma District. Data were gathered through in-depth interviews, focus group discussions, and document analysis. The collected data were analyzed using thematic coding to identify recurring patterns and significant themes.

Findings revealed teachers face multiple barriers to career progression, including financial constraints, heavy workloads, geographic isolation, limited access to professional development opportunities, and environmental disruptions such as flooding and high tides. Despite these challenges, teachers demonstrated strong motivation, resilience, and commitment to professional growth. Key influencing factors included personal determination, mentorship, access to localized training, financial support, institutional recognition, and community engagement.

In summary, the study highlights the need for targeted and context-specific interventions to support teachers in coastal areas. It proposes the Coastal Teachers’ Career Progression Support Program (CT-CaPSP), a comprehensive framework designed to address both individual and systemic challenges. The findings provide valuable insights for policymakers and educational leaders in developing inclusive strategies that promote equitable career advancement and improve teacher retention and effectiveness.