Overcoming Teaching Hurdles: The Contract of Service Teachers’ Journey to Permanent Positions

Abstract

The aim of this research is to determine the lived experiences, professional challenges, and coping strategies of Contract of Service (COS) teachers at Abra State Institute of Science and Technology (ASIST) Main Campus Extension–La Paz. COS teachers are essential to Philippine higher education institutions but face precarious work conditions, including job insecurity, delayed compensation, lack of benefits, and limited access to institutional support and career advancement. These challenges impact both their professional growth and the quality of education they deliver.

The researcher employed total enumeration of COS teachers from the Criminology, Political Science, and Social Work departments at ASIST Main Campus Extension–La Paz. Data were collected through intensive interviews and focus group discussions using open-ended questions to reveal the depth and extent of their lived experiences. Thematic analysis based on Clarke and Braun’s method was used to analyze transcribed data and elicit recurring themes. Ethical principles were observed throughout the research.

Findings indicated COS teachers faced professional and emotional challenges characterized by financial strain, mental health issues, and lack of recognition. They struggled with institutional inequalities, including exclusion from leadership positions and unequal access to development. Despite these constraints, participants showed resilience through coping strategies such as pursuing graduate degrees, establishing support networks, maintaining a positive attitude, and self-financing career advancement. The research also identified their limited but essential access to institutional training schemes, seen as stepping-stones to permanency.

Based on the findings, the research urges improvement of COS teachers’ employment conditions through clearer paths to regularization, timely payment, and fair access to development. Recommendations include providing graduate study assistance, formal mentorship programs, inclusive leadership participation, and institutionalizing regular feedback loops to enhance policy and practice. This study promotes reforms that empower COS teachers and support quality, equitable education aligned with Sustainable Development Goal 4 (SDG 4).