DARAGA, Albay – The statistics from the Philippine Overseas Employment Administration (POEA) from 2011 to 2017 foretell an alarming tale: around 1, 500 Filipino teachers leave their jobs annually in search of greener pastures abroad.
In an educational system plagued by teacher burnout, poor working conditions, and low pay, the story of Angelica Llona Baroso, 24, fourth placer in the March 2024 Teacher’s Licensure Exam, offers a glimmer of hope in a country desperate to address its growing teacher shortage.
Young achiever
Baroso grew up in a modest household in Libon town, Albay. The daughter of a farmer and a housewife, she said it was her former mentors who awakened in her a love for teaching.
“I was fortunate enough to be surrounded by passionate and dedicated teachers whose examples inspired me to follow in their footsteps at an early age. Being around them made me realize that teaching is an ideal profession because it also aligns with my values and abilities,” she said.
Armed with this inspiration, Baroso pursued a degree in secondary education majoring in science at the Bicol University (BU)-Daraga campus in 2018.
However, an untimely health predicament requiring surgery for a bilateral hernia compelled her to give up school for a year.
While others saw this as a tragedy, this devout Christian saw it as an opportunity.
Coming back after a year-long hiatus, Baroso was determined more than ever to pursue her dream of becoming a teacher, knowing fully well that if she succeeded, she would be the first-degree holder in her family.
This unwavering grit carried her through the toughest times in her senior year and the months leading up to the board exam as she juggled her studies with her work as a tutor.
“Back then, I was only hoping to pass the board exam, but God had other plans,” she said with conviction.
“I believe that what is truly meant for you will always find its way, regardless of the circumstances. Despite all my hard work, this achievement is ultimately due to Him. May He be glorified in this success, not me,” she added.
Passion for teaching
Baroso revealed that it was her seven-month stint as a student teacher at BU College of Education Integrated Laboratory School-High School that convinced her that teaching is her calling.
“While this short experience exposed me to the challenges of teaching—such as the mental and emotional exhaustion from heavy workloads and difficult student behavior—this also gave me the opportunity to discover how rewarding it is when students learn from me,” she said.
Despite hearing all the woeful tales of how teachers contend with the challenges that beset the educational system, Baroso still hopes to get a permanent position at a local public school in her hometown.
“Teaching is truly exhausting and is not the path to wealth. However, if given a choice between a job that provides financial security but is less fulfilling and one that offers average benefits but brings a lifetime of satisfaction, I would always choose the latter,” she candidly said.
For Baroso, more than academic expertise, the barometer for a great teacher is character.
“Those who pursue and stay in teaching are the ones with a true calling for it. If, despite the exhaustion at the end of the day, you still feel a sense of fulfillment, it’s a clear sign that you’re meant for this profession,” she said.
Teacher shortage
The United Nations said that the world needs 44 million teachers by the end of 2030 to make the Sustainable Development Goal of quality and equitable education a reality.
But with the Philippines consistently seeing the mass exodus of teachers to China, Saudi Arabia, Singapore, Japan, and Thailand for work opportunities, according to the POEA, Baroso’s story of choosing to stay and teach in her native homeland offers a beacon of hope.
While she admits that the lure of teaching overseas has definitely crossed her mind, she said her heart literally beats for the Philippines.
To encourage young breeds like her to stay, the board topnotcher said they must be given adequate support to reach their full potential.
She said this includes ensuring that in the hiring process, the teacher’s pre-service training must be aligned with the subjects they are assigned to teach.
She added that once hired, new teachers must be unloaded of the administrative tasks so they can focus on teaching and be provided with increased access to technology and resources to enhance their teaching pedagogies.
Baroso’s relentless desire to be part of the teaching workforce is enough proof that young achievers can help resolve the teacher shortage in secondary education when given the right opportunity. (With a report from Connie Calipay/PNA)