Lived Experiences of Contractual Criminology Teachers: A Phenomenological Study

Contractual teachers at state colleges are educators hired by the institution on a temporary or per-contract basis to cover teaching positions in the higher education system. These professors may be hired to cover specialized courses, fill in for regular faculty members on leave, or address short-term staffing requirements. This study investigated the lived experiences of contractual criminology teachers. This study used a qualitative approach using phenomenological research design. The participants of this study were six contractual criminology teachers from one of the public higher educational institutions in Zamboanga del Sur who have been employed for more than five years in the institution. It uses purposive sampling to identify the potential participants. An interview guide was used as the instrument of the study. Moustakas’ method of data analysis was used in analyzing the data gathered. Results yielded eight themes: educational qualifications, institutional processes and opportunities, personal commitments and responsibilities, intrinsic fulfillment and connection with students, financial strain and inadequate compensation, professional limitations and discrimination, having personal determination and professional integrity, and having self-trust and support networks. Contractual criminology teachers struggle for tenure, motivated by family and student success, facing financial hardships, limited discipline ability, and relying on determination and support. Institutions should support contractual teachers with funding, flexible schedules, clear pathways to regular status, inclusive policies, professional development opportunities, and research on educational policies’ impacts.