Screening of Teacher Applicants: Voices of Public Elementary School Principals

Abstract

This phenomenological study explores the lived experiences of twelve public elementary school principals in the City of Naga, Cebu, Philippines, regarding their participation in the Department of Education (DepEd) teacher screening system. Using individual in-depth interviews and focus group discussions, this qualitative study examined the experiences, challenges, and aspirations for system improvement. Grounded in Sensemaking Theory, Social Cognitive Theory, and Organizational Justice Theory, the study employed thematic content analysis, revealing twenty-four emergent themes across three overarching categories. Findings indicate that while principals appreciate the systematic, transparent, merit-based screening process—particularly valuing demonstration teaching as the most revealing assessment component—they encounter significant challenges including severe time constraints compounded by heavy workloads, insufficient human resources at division and school levels, the emotionally demanding task of balancing objectivity with compassion, documentation issues with unprepared applicants, and tensions between standardized criteria and school-specific contextual needs. Principals navigate these challenges through strategic time prioritization and delegation, strict rubric adherence, collaborative consensus-building, constructive feedback delivery, and proactive communication. Their aspirations for improvement encompass nine comprehensive categories: sustainability and consistency in system implementation, enhanced digitization and technological solutions, improved processing efficiency and speed, strengthened human resource capacity, establishment of substitute teacher pools, refined evaluation rubrics and tools, comprehensive applicant orientation programs, sustained commitment to transparency and quality standards, and professional development support for principals as evaluators. The study provides evidence-based recommendations for policy refinement to balance standardization with responsiveness to local school needs, contributing to the understanding of educational leadership practices in developing country contexts.