Legacy Framework: A Guide to Sustain Balance among Retired Teachers

Retirement is a significant life transition that reshapes an individual’s identity, social roles, and daily routines. For teachers, whose profession is often regarded as a lifelong vocation rather than merely an occupation, this transition becomes particularly complex and emotionally demanding. The shift from a structured, socially engaging environment to a less structured post-career life requires substantial psychosocial adjustment, including the redefinition of purpose, identity, and daily engagement (Lanada & Ballaret, 2021). Thus, retirement is increasingly viewed not only as an economic or biological milestone but as a critical developmental phase that necessitates meaning-making, identity reconstruction, and sustained well-being.

Existing literature indicates that retirement often brings challenges such

1. 2Adeyemo, D. A., & Olatomide, O. O. (2021). Retirement adjustment and coping strategies among retirees. Journal of Aging Studies, 58, 100–112. [Google Scholar] [Crossref]

2. Alsrayheen, E., & Abujaber, M. (2021). Retirement adjustment and life satisfaction among older adults. Educational Gerontology, 47(5), 210–223. [Google Scholar] [Crossref]

3. Andoh-Robertson, T., (2022). Retirement planning and psychosocial adjustment among retirees. International Journal of Aging Research, 14(2), 45–60. [Google Scholar] [Crossref]

4. Bianchi, R. (2021). Narrative identity and well-being in retirement. Journal of Adult Development, 28(3), 145–158. [Google Scholar] [Crossref]

5. Bonsang, E., & Klein, T. (2021). Cognitive engagement and mental health in retirement. Journal of Economic Behavior & Organization, 183, 523–538. [Google Scholar] [Crossref]

6. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. [Google Scholar] [Crossref]

7. Calvo, E., Haverstick, K., & Sass, S. A. (2021). Gradual retirement, sense of control, and retirees’ well-being. Research on Aging, 43(1), 3–17. [Google Scholar] [Crossref]

8. Day, C., & Gu, Q. (2019). Teacher resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 85, 107–117. [Google Scholar] [Crossref]

9. De Leon, M., & Cruz, R. (2022). Challenges of retired teachers in rural communities. Philippine Journal of Social Development, 15(1), 55–70. [Google Scholar] [Crossref]

10. Department of Education. (2021). DepEd programs and policies for retired teachers. DepEd Philippines. [Google Scholar] [Crossref]

11. Dingemans, E., & Henkens, K. (2019). How do retirement dynamics influence mental well-being? Journal of Aging and Health, 31(6), 1030–1051. [Google Scholar] [Crossref]

12. 1Ekerdt, D. J. (2020). Frontiers of research on work and retirement. Journals of Gerontology: Series B, 75(1), 1–5. [Google Scholar] [Crossref]

13. Erikson, E. H. (1982). The life cycle completed. W.W. Norton & Company. [Google Scholar] [Crossref]

14. Fisher, G. G., (2022). Meaningful work and retirement satisfaction. Work, Aging and Retirement, 8(2), 150–162. [Google Scholar] [Crossref]

15. Forrester, G. (2025). Identity persistence among retired educators. Teaching and Teacher Education, 120, 103–118. [Google Scholar] [Crossref]

16. Henning, G., (2019). Retirement adjustment and well-being. Aging & Mental Health, 23(8), 1003–1012. [Google Scholar] [Crossref]

17. Hershey, D. A., Henkens, K., & Van Dalen, H. P. (2021). Aging and retirement planning. Oxford Research Encyclopedia of Psychology.46, 401–420. [Google Scholar] [Crossref]

18. Kelchtermans, G. (2019). Professional identity in teaching. Educational Studies, 45(3), 345–361. [Google Scholar] [Crossref]

19. Kim, J., & Moen, P. (2020). Retirement transitions and identity. Journal of Gerontology: Social Sciences, 75(3), 526–536. [Google Scholar] [Crossref]

20. Kiyiapi, J., Gacohi, J., & Omondi, M. (2023). Coping strategies among retirees. African Journal of Social Work, 13(1), 89–102. [Google Scholar] [Crossref]

21. Lanada, R., & Ballaret, J. (2021). Lived experiences of retired public school teachers. Philippine Social Science Journal, 4(2), 23–35. [Google Scholar] [Crossref]

22. Lee, S., (2025). Transformative learning in retirement. Adult Education Quarterly, 75(1), 55–70. [Google Scholar] [Crossref]

23. Lytle, M. C., (2020). Identity and retirement adjustment. Journal of Vocational Behavior, 117, 103–115. [Google Scholar] [Crossref]

24. Maranga, L., (2025). Teaching as a lifelong identity. International Journal of Education, 12(1), 44–60. [Google Scholar] [Crossref]

25. Miron, A., Branscombe, N., & Ball, S. (2022). Identity reconstruction after retirement. Self and Identity, 21(4), 567–585. [Google Scholar] [Crossref]

26. Pinquart, M., & Schindler, I. (2020). Emotional well-being in retirement. Psychology and Aging, 35(4), 513–528. [Google Scholar] [Crossref]

27. Pinyopornpanish, M., (2019). Community engagement and aging. Geriatrics & Gerontology International, 19(8), 756–762. [Google Scholar] [Crossref]

28. Quick, H., & Moen, P. (2021). Work, retirement, and well-being. Annual Review of Sociology, 47, 101–121. [Google Scholar] [Crossref]

29. Redondo, A. (2025). Retired school leaders and community engagement. Educational Management Administration & Leadership, 53(2), 200–215. [Google Scholar] [Crossref]

30. Richardson, V., & Kilty, K. (2022). Retirement and leisure engagement. Journal of Aging Studies, 61, 100–110. [Google Scholar] [Crossref]

31. Romero Tena, R., (2020). Motivation and retirement satisfaction. Sustainability, 12(15), 6021. [Google Scholar] [Crossref]

32. Salazar, M. (2020). Challenges of Filipino retirees. Philippine Journal of Psychology, 53(2), 89–102. [Google Scholar] [Crossref]

33. Segel-Karpas, D., & Ayalon, L. (2022). Loneliness in retirement. Aging & Mental Health, 26(3), 567–575. [Google Scholar] [Crossref]

34. Silver, M. P., (2021). Retirement and identity loss. Journal of Aging Studies, 56, 100–108. [Google Scholar] [Crossref]

35. Steptoe, A., & Fancourt, D. (2019). Cultural engagement and well-being. BMJ Open, 9(6), e025455. [Google Scholar] [Crossref]

36. Szinovacz, M. E., (2020). Retirement transitions and mental health. Journal of Gerontology, 75(5), 999–1010. [Google Scholar] [Crossref]

37. Tolondon, M., & Ortizo, R. (2024). Retirement readiness among Filipino teachers. Asia Pacific Education Review, 25(1), 75–89. [Google Scholar] [Crossref]

38. Topa, G., & Alcover, C. M. (2019). Psychosocial adjustment in retirement. Frontiers in Psychology, 10, 123–135. [Google Scholar] [Crossref]

39. United Nations Department of Economic and Social Affairs. (2020). World population ageing 2020 highlights. United Nations. [Google Scholar] [Crossref]

40. UNESCO. (2021). Reimagining our futures together: A new social contract for education. [Google Scholar] [Crossref]

41. UNESCO van Solinge, H. (2020). Adjustment to retirement. Journal of Aging Studies, 54, 100–110. [Google Scholar] [Crossref]

42. Westerlund, H., (2021). Meaning-making in retirement. Social Science & Medicine, 270, 113–122. [Google Scholar] [Crossref]

43. Williams, R. (2017). Engagement and aging well. Gerontology Review, 59(4), 321–335. [Google Scholar] [Crossref]

44. Wöhrmann, A. M., Deller, J., & Wang, M. (2020). Retirement and goal-setting. Work, Aging and Retirement, 6(3), 181–196. [Google Scholar] [Crossref]

45. Zhan, Y., (2021). Retirement and successful aging. Journal of Vocational Behavior, 130, 103–120. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study