Commitment of the Contract of Service Teaching Personnel at Local Universities and Colleges (LUCs): A Hermeneutical Phenomenology
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Abstract
This phenomenological study explores the experiences of contract-of-service (COS) teaching personnel, shedding light on less-explored dimensions in the commitment literature. Through in-depth interviews and observations, the research uncovers themes that intricately shape educators' commitment and professional journey. The study employs a phenomenological approach, utilizing in-depth interviews and observations to capture the lived experiences of COS teaching personnel. Thematic analysis is applied to derive key themes from the collected data. Findings revealed significant themes emerging from the data, covering a wide range of topics from Career Transition and Fulfilment to Learning, Adaptation, and Teaching Strategies. These themes contribute to a comprehensive understanding of the factors influencing commitment among COS teaching personnel. Noteworthy among these are less-explored dimensions, including experiential learning, contractual perspectives, personal values and attributes, institutional impact and contribution, challenges and uncertainties, and personalized teaching approaches. The recommendations included fostering a supportive institutional environment, recognizing the value of positive teaching experiences, and integrating professional growth opportunities. Future research should examine identified less-explored dimensions to enhance our understanding of educators' commitment and well-being.