What is Life after Retirement: The Coping of the Retired Public Elementary School Teachers of FG Calderon Integrated School with Retirement

Abstract

Retirement is a part in the occupational cycle of an individual which is perceived as a relationship between people and jobs. It is a case in which separation is the point of emphasis. With retirement comes disengagement. According to Cumming and Henry, disengagement is an inevitable mutual withdrawal resulting in decreased interaction between the aging person and others in the social systems he belongs to. There are different ways on how a retiree copes with retirement. In the case of some retired public school teachers, they choose to continue to work by teaching in private schools, others engage in a career which is much lighter and appropriate for their age and capabilities and some try small businesses like sari-sari stores. For others, it is the point when they get involved in interesting, enjoyable and fruitful activities such as joining organizations, traveling, visiting places and spending part of the time in hobbies like reading interesting books, gardening, cooking or fishing, getting the right exercise and diet and making new friends (Marquez, 1998). This study, entitled "What is Life after Retirement: The Coping of the Retired Public Elementary School Teachers of FG Calderon Integrated School with Retirement, is conducted to look into the life after retirement of public elementary school teachers. Specifically, the aim of this study is to answer the question: How did the teachers of the elementary department of F.G. Calderon Integrated School cope with retirement? To have a deeper understanding on this topic, this research also looked into the phases of retirement that these public elementary school teachers in at present, their value orientations on the concept of retirement and its effects on them and the conflicts arose between the individual and society and they were resolved. In order to meet the objectives of this study, the researcher used a descriptive and exploratory case- qualitative design by conducting a focused group discussion consisting of 5 female pubic elementary school teachers of F.G. Calderon Integrated School as participants. The FGD is composed of 18 open- ended questions that tackle the participants experiences, views, preparation and practices regarding the concept of retirement and the retirement process. The FGD was divided into two separate sessions. The researcher acted as the facilitator of the FGD. Aside from their personal views, each participant was also encouraged to give their views and opinions regarding the responses of the other participants The FGD was tape- recorded then transcribed after which, the data were categorized into topics. It was derived from the discussion that the participants view retirement favorably. They perceived it as a time for them to enjoy life and to do the things that they want to do. Since most of them retired by choice, they were well prepared for whatever came their way. Although they love the life that they have after retirement, they do miss some things that they experience and value while they were still teaching back then like the camaraderie with co- workers, their work and the relationship with the parents of their pupils. Because of this, retired teachers long to meet and talk with their former co- workers to get updates and stories about their school and former co- teachers. Since most of them retired on their own volition, they were able to adjust easily with the change and loss of role. It did not even occur to them to look for another career. They just focused on the other roles that they weren't able focus on before just like being a wife, a mother, a grandmother and a sister. Some of them are still in the honeymoon phase wherein they enjoy doing the things that they want however; they sometimes experience boredom because they tend to do the same thing everyday. Focusing on their health and finances, engaging in worthwhile activities and communicating with friends and former co- workers are the things that the participants recommended on how public school teachers can be better equipped with the changes brought about by retirement. With all these data at hand, the researcher recommends the following: One study that can be done to deepen the research is to include male participants in the FGD to look at gender as a factor in retirement views, reactions and coping mechanisms. Since this study was not able to obtain much information regarding the possible experiences that a retiree could undergo on the other phases of retirement, a study with retired public school teachers who have retired from the service with the minimum of 10 years as participants of the FGD could be done. Another area that the researcher suggests is to consider focusing on the types of retirement whether it is voluntary or obligatory, as a factor on the kind of perception that one would have in their life after retirement. One could do a comparative research focusing on that. For the public school teachers who are planning to retire, the researcher recommends that they must consider several factors before retiring and that they should be physically, mentally and financially prepared for the significant changes that will happen after they have retired. Communication with co-workers who have retired and are planning to retire is also an important step to consider.