Perspective! EXPECTING TRANSITIONS: FROM PRIVATE SCHOOL TO PUBLIC SCHOOL-LIFE OF A TEACHER

DEN MARK PEREZ BULANADI

In the Philippines, moving from teaching in a private school to a public school comes with a number of obstacles, both personal and professional. This change requires getting used to a new educational system, student body composition, and resource availability, all of which have an enormous effect on the quality of the teaching experience. The glaring disparity in resources between private and public schools is one of the main obstacles. Larger support networks, smaller class sizes, and superior facilities are common features of private schools. On the other hand, public schools usually experience resource limitations, such as inadequate textbook supply, inadequate technology infrastructure, and packed classrooms. It could be difficult for teachers used to having lots of resources to modify their lesson plans in a way that works with these constraints. Furthermore, in terms of learning needs, academic aptitude, and socioeconomic background, the student body at public schools is usually more diverse. Teachers moving from private to public schools may find that kids are not all ready or interested in them. This means that in order to meet the various learning preferences and academic needs of a varied student body, differentiated instruction methodologies are required. Moreover, teachers who are used to the independence and efficient operations of private schools may find it difficult to navigate the bureaucratic and administrative procedures of public schools. Teachers in public schools frequently struggle with a mountain of paperwork, strict curricular requirements, and bureaucratic red tape, all of which can take time away from their ability to teach and engage students. Furthermore, public school communities may not share the same sociocultural background as private school communities. It can be necessary for educators to adjust to the distinct dynamics, values, and difficulties present in the communities that public schools serve. It may take some time and work to create rapport and trust with kids, parents, and community members, but doing so is essential for creating a conducive learning environment. In conclusion, moving from a private to a public school in the Philippines requires overcoming a wide range of difficult obstacles. The main challenges that educators face in order to succeed in their new teaching environments are adjusting to resource constraints, meeting the different requirements of students, negotiating bureaucratic procedures, and adjusting to the socio-cultural milieu. In spite of these obstacles, teachers who are committed to the public education system may find great satisfaction in seizing the chance to have a significant influence on a wider range of pupils.