📄 Abstract
This study explored the lived experiences of teachers undergoing reassignment due to excess staffing and its implications for school performance and teacher morale. Specifically, it aimed to examine teachers’ experiences during reassignment, their adjustment strategies, and their reflections on reassignment practices. Using a qualitative phenomenological research design, the study involved selected teachers who experienced reassignment due to excess staffing. Data were gathered through in-depth interviews and analyzed using Colaizzi’s method of analysis. The findings revealed that reassignment is a complex process affecting teachers’ instructional practices, emotional well-being, workload, and professional responsibilities. Three major themes emerged: Navigating Reassignment due to Excess Staffing, Adjusting to Reassignment due to Excess Staffing, and Reflecting on Reassignment Practices. Teachers experienced instructional disruption, emotional strain, and challenges in adapting to new school environments, which influenced both school performance and teacher morale. To cope with these challenges, participants utilized adaptive strategies such as instructional adjustment, peer support, self-care practices, and emotional regulation. The study concluded that while reassignment helps address staffing imbalances, its implementation significantly affects teachers’ motivation, engagement, and effectiveness. It is recommended that school leaders and educational authorities adopt balanced and context-responsive reassignment practices, strengthen support systems, and provide transition assistance to help teachers adjust effectively and sustain positive school performance and morale.
🏷️ Keywords
📚 How to Cite:
Noumi P. Aniscal , MANAGING TEACHERS' REASSIGNMENT AND EXCESS STAFFING: SCHOOL PERFORMANCE AND MORALE IN FOCUS , Volume 13 , Issue 6, June 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 1 - 5 , DOI: https://doi.org/10.36713/epra28151