“Advising Without Security”: Narratives of LGU-Funded Job Order Teachers as Class Adviser

This qualitative study explored the lived experiences of LGU-funded Job Order teachers serving as class advisers under temporary employment conditions. Guided by Herzberg’s Two-Factor Theory and Perceived Organizational Support Theory, it examined their motivations, challenges, coping strategies, and recommendations. Data came from open-ended responses of ten participants and were analyzed through thematic analysis. Four themes emerged: commitment to student support and professional growth amid precarious employment, work overload and job insecurity as key challenges in advisership, adaptive coping and support-seeking in advisership, and institutional support and fair recognition for Job Order advisers. Findings showed that participants accepted class advisership because of concern for students’ welfare, a desire to guide learners, and opportunities for professional growth. However, they experienced heavy paperwork, emotional strain, unclear role expectations, limited benefits, and uncertainty about contract renewal. To manage these demands, they used organization, collaboration, boundary-setting, documentation, and support-seeking. Participants recommended clearer job descriptions, fair compensation, reduced workload, mentorship, psychosocial support, and stronger institutional recognition. The study highlights how advisership among Job Order teachers is shaped by dedication and vulnerability, underscoring the need for more responsive and humane support systems.

Job Order teachers, Class advisership, Precarious employment, Teacher coping strategies

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