Exploration of quiet quitting as a contextualized cultural phenomenon among Filipino teachers: Narratives from selected catholic schools

Abstract

While the term quiet quitting has emerged abundantly as a word of mouth, mentioned in different literatures and its impact on various workplace forerunners, little has been done to explore quiet quitting that focuses in a catholic school setting using a narrative inquiry approach. Hence, this qualitative study which employed narrative inquiry aims to sought answers on the causes and reasons of quiet quitting as narrated by the teachers in the selected Catholic schools in Western Visayas, Region VI. Accordingly, five ( n=5) purposively participants were utilized. Anchored on Aaron Cohen's Two- dimensional organizational commitment, in particular, the Instrumental and Continuance Commitment. Three (3) research questions were asked: (1) What are the key moments in the narrated lives of the respondents that were instrumental in their quiet quitting? (2) What main themes are present in the narrated lives of the respondents who engage in quiet quitting? and (3) What are the school management implications from the narrated lives of the quiet quitters? The researcher used an interview guide, adapted from McAdam's (2007) The Life Story Interview II. Data collection strategy employed was key informant's in-depth interview. The recorded interviews were transcribed manually. The information were coded and categorized into patterns, major categories, and themes. Accordingly, four stages of Quiet Quitting have emerged namely: Agitation, Disillusion, Strategic Compliance, and Quiet Quitting which constituted in the main themes of participants engaged in quiet quitting which are work environment, relationship, valuation, and vocation. Lastly, implications were enumerated for the school management to consider which are: 1) Provide the necessary support and resources for the efficient and effective performance of the teacher's responsibilities; 2) Establish an inclusive and positive environment in the workplace; 3) Recognize and acknowledge teacher's contribution; 4) Emphasizing teacher's sense of purpose and meaning; 5) Upskilling, Updating, and Upscaling of school leadership; and 6) Advocating work-life balance.