Exploring the Experiences of Public School Teachers as Electoral Boards

Teachers have unique experiences that shape their views on the democratic process, from teaching learners about the importance of suffrage as a citizen to serving as electoral board members on election day. However, when serving in the election, teachers as electoral board members face a variety of challenges before, during, and after the election. This research study describes the lived experiences of public school teachers as electoral boards. It utilized phenomenological Research design with 12 public school teachers as participants for in-depth interviews and focus-group discussions. They were selected through a purposive sampling technique. Furthermore, an interview guide was utilized and the data gathered were transcribed through thematic analysis. The results revealed that in the lived experiences of public school teachers as an electoral board emerged major themes: Rational, Norm-based, and Affective. Based on the result, professional development programs, integration into curriculum, support networks, flexibility in work arrangements, and promotion of civic engagements are recommended.