Chapter 1: Chapter 2:

Context of Problematizing Introduction The Research Questions 2.1. Theoretical Framework 2.2. Review of Literature 2.2.1. Publication 1: Manila as a Teaching Destination of Selected High School Teachers from the Provinces 2.2.2. Publication 2: The State of Migration from the Provinces to Manila by Selected High School Teachers 2.2.3. Publication 3: The State of High School Teaching in Manila 2.2.4. Publication 4: Expected Opportunities and Challenges from Teaching in Manila by Selected High School Teachers

Chapter 3: Research Method Proposed Dissertation Topic Title: UNDERSTANDING THE DYNAMICS OF INTERNAL MIGRATION OF TEACHERS Abstract: This study will explore the dynamics of high school teacher migration from the province to Manila in terms of the trend of their mobility and the factors that affected their migration decision to discover whether the opportunities and challenges of metropolis teaching have contributed to their development as an individual or as a member of society. Jonas Widgren and Philip Martins (2002) demand-pull, push-supply, and network categorization of the factors that encourage migration and Sharon-Kukla-Acevedos (2009) role of workplace conditions in teacher mobility decisions will be the bases of discussion. Expected output then is a set of academic policies that can make the opportunities and challenges uplift the plight of migrant teachers.

List of Journal Articles From Batch 1 # 3 Managing Migration: The Role of Economic Instruments (Jonas Widgren and Philip Martin, 2002). # 4 Migration Patterns and Income Change: Implications for the Human Capital Approach to Migration (Anthony M. J. Yezer and Lawrence Thurston, 2001) # 7 Research on Internal Migration in the United States: A Survey (Michael J. Greenwood, 2001) From Batch 5 # 2 Migration, Family, and Risk Diversification (Kong-Pin Chen, ShinHwan Chiang, Siu Fai Leung, 2003) # 3 On the Determinants of International Migration in the Philippines: An Empirical Analysis (Ma. Reinaruth D. Carlos, 2002) # 6 Migrants and Employment: Challenging the Success Story (Christina Ho and Caroline Alcoroso, 2008) # 8 Migration and the Employment and Wages of Native and Immigrant Workers (Franklin D. Wilson and Gerald Jaynes, 2008) From Batch 8 # 1 Best Practices to Manage Migration: The Philippines (Philip Martin, Manolo Abella, Elizebeth Midgley, 2004) From Batch 14

# 14 The Impact of Immigration on the Internal Migration of Natives and Immigrants (Mary Kritz and Douglas T. Gurak, 2001) From Batch 22 # 2 Leavers, Movers, and Stayers: The Role of Workplace Conditions in Teacher Mobility Decisions (Sharon Kukla-Acevedo) 2006. From Batch 24 # 3 Teacher Mobility: Looking More Closely at The Movers Within a State System (Ana M. Elfers, Margaret L. Plecki, and Michael S. Knapp, 2006)

TABLE OF CONTENTS

Chapter 1: Context of Problematizing Introduction Chapter 2: The Research Questions 2.1. Theoretical Framework 2.2. Review of Literature 2.2.1. Publication 1: Trend Analysis of Teacher Migration 2.2.2. Publication 2: Teacher Mobility Decisions 2.2.3. Publication 3: The Opportunities and Challenges of Metropolis Teaching to Migrant Teachers 2.2.4. Publication 4: The Effect of Opportunities and Challenges on the Migrant Teachers Development as an Individual and as a Member of Society Chapter 3: Research Method Research method Phenomenology Selection Data Gathering procedure Mode of analysis References

Appendices 2.2.1. Publication 1: Trend Analysis of High School Teacher Migration 2.2.2. Publication 2: High School Teacher Mobility Decisions 2.2.3. Publication 3: The Opportunities and Challenges of Metropolis Teaching to Migrant Teachers 2.2.4. Publication 4: The Effect of the Opportunities and Challenges of Metropolis Teaching on the Migrant Teachers Development as an Individual and as a Member of Society

Chapter 1 Context of Problematizing

Migration is a process with deep roots and many distinctive phases. (Cohen, 2005). Under the human capital theory, Yezer and Thurston, (2001) treated migration as an investment focused on income changes. It is an act which places the worker in an area where his labor services earn a higher real wage, reflecting an involvement whose return can be calculated. According to many studies, migration is an investment in which the income gained along with the other benefits resulting from it, must at least exceed the costs associated with it to justify the move, provided that there are no institutional or political

barriers inhibiting migration (

) Individuals migrate when the discounted value of

real income available at a destination exceeds that at the origin by more than the costs of moving. (Yezer and Thurston, 2001). Differences in net economic wages, chiefly differences in wages, are the main causes of migration. (J. R. Hicks, 2001). Tested by other studies by examining the factors affecting interregional migration in the United States, these studies may be conveniently grouped into two categories, those dealing with gross migration and those dealing with net migration. (Greenwood, 2001)

Migration may be voluntary or forced. Voluntary migration can be motivated by economics and is typically tied to local and international vicissitudes in economic growth. Forced migration is tied to neither growth nor development (Cohen, 2005). Focusing on voluntary migration, Cohen considered another kind of migration contemporary migration a migration associated with post-industrial movements, globalization, and transnationalization that brings with it specific opportunities and challenges. Michael J. Greenwood (2001) considered two types of migration: gross migration and net migration. Gross migration consists of a single flow as in migration from origin to destination or the sum of unidirectional flows over either destinations or origins as in total out migrations from origins. Net migration is the difference between two gross flows.

Greenwood established the determinants of gross migration as distance, income, psychic costs, information, personal characteristics. and the determinants of net migration as one consistent with aggregate income measures in migration studies and the other consistent with migrant-specific income measures. That is why the influence of income on migration can be considered from two different perspectives: that which determines whether migration occurs from low-to-high income or wage areas, and if it does, the magnitude of the relationship and that which determines whether the migrants themselves benefit by moving and if it does, to what extent. (Greenwood, 2001). Looking at migration from the perspective of direction of movement, migration may be national or international. National migration is a movement from rural to urban flow of migrants or the other way around. International migration is a movement from one country to another. Whether national or international, migration is a major individual or family decision carefully considered. (Widgren and Martin 2002). There are two broad categories of migrants: those who migrate to another country primarily for economic reasons and those who move primarily for non-economic reasons. The factors that encourage a migrant to actually move are grouped into three categories: demand-pull, supply-push, and network.(Widgren and Martin, 2002) and the distinction between migrants motivated by economic and non-economic consideration is often blurred (Widgren and Martin, 2002).

Chapter 2 The Research Questions

The importance of migration to populations throughout the world is evident in the continued and increasing movement of people (Cohen, 2005). The high school teachers of the Philippines make a group of this population, moving away from a place of origin to a desired destination. They are presumed to be after the opportunities and challenges

2.1. Theoretical framework

The thrust of this study is the national rural-urban migration of high school teachers from the province to Manila. The theoretical framework then seen as applicable

to use for this study is the human capital theory concretized by Jonas Widgren and Philip Martins as demand-pull, push-supply, and network categorization of the factors that encourage migration either for economic reasons or non-economic reasons. This will be backed up by the role of workplace conditions in teacher mobility decisions modeled after the study made by Sharon-Kukla-Acevedo, 2009.

2.2. Review of literature

2.2.1 Publication 1: Trend Analysis of High School Teacher Migration Human capital theory implies that an individual who moves must expect the discounted value of income at the destination to exceed that at the origin by an amount at least equal to costs of moving and job search at the destination. The necessary income differential consists of two components: one is based on differences in real earnings from given work effort; and a second component is due to differences in attractiveness between the origin and destination. The size of this attractiveness differential depends on physical attributes of the areas in question and the presence of emotional ties to the origin. Technically the differential would be measured by the compensating variation in income needed to render an individual indifferent between location at the origin or the destination. (Anthony M. J. Yezer and Lawrence Thurston, 2001) Based on the discussion to be made, the following questions are likely to be asked:

1. What is the trend of migration within the country of high school teachers for a teaching job? 2. What is the perception of high school teachers about their place of destination? 3. How did their place of origin differ from their place of destination in terms of the following: a. The kind of school they have before migration b. The location of the school c. The kind of students d. Their administrators e. Their fellow teachers

2.2.2 Publication 2: High School Teacher Mobility Decisions * * * The potential migrant will presumably select that locality at which the real value of the expected net benefit that accrues to him from migration is greatest. The influence of income on migration can be considered from two different perspectives, one consistent with aggregate income measures in migration studies and the other consistent with migrant-specific income measures. The first perspective involves the determination of whether migration occurs from low-to-high income or wage areas, and if it does, the magnitude of relationship. The second perspective involves the determination of whether and to what extent migrants themselves benefit by moving? (Michael J. Greenwood) Teacher turnover can negatively affect the cohesiveness and effectiveness of school communities by disrupting educational programs and professional relationships intended to improve student learning (Bryk, Lee, & Smith, 1990; Ingersoll, 2001a). Most

agree that some attrition is normal and that healthy turnover can promote innovation in schools (Macdonald, 1999). Often missing from the research Based on the discussion to be made, the following questions are likely to be asked: 1. Why do high school teachers migrate from the provinces to Manila in order to teach? 2. What kind of school life do the high school teachers have in the province before they migrated to Manila in terms of the following: a. the school where they taught? b. the students they taught? c. the administrators with whom they had worked? d. the fellow teachers they had worked with?

3. For how long had they taught in the province before they migrated to Manila? 4. Where do the migrant teachers live in Manila? 5. What kind of school life do the migrant high school teachers have in Manila in terms of the following: a. the school where they are teaching? b. the students they are teaching? c. the administrators with whom they are working? d. the fellow teachers with whom they are working? 7. For how long have the migrant high school teachers been teaching in Manila?

2.2.3. Publication 3: The Opportunities and Challenges of Metropolis Teaching to Migrant Teachers Based on the discussion to be made, the following questions are likely to be asked: 1. What opportunities did the migrant teachers have in connection with the following: a. professional growth? b. economic growth? c. social relevance? 2. What challenges did the migrant teachers have in connection with the following? a. classroom management of students? b. relationship with administrators?

c. meeting deadlines in complying with requirements? d. relationship with fellow teachers? e. communication with parents of students?

2.2.4. Publication 4: The Effect of the Opportunities and Challenges of Metropolis Teaching on the Migrant Teachers Development as an Individual and as a Member of Society Based on the discussion to be made, the following questions are likely to be asked:

1.How did the opportunities in metropolis teaching affect the individual development of the migrant teachers in the following? a. professional growth? b. economic growth? c. social relevance? 2. How did the challenges in metropolis teaching contribute to the making of migrant teachers in the societal development of the following? a. classroom management of students? b. relationship with administrators? c. meeting deadlines in complying with requirements? d. relationship with fellow teachers? e. communication with parents of students?

Context of Problematizing There are as many reasons for migration as there are migrants . . . . . Usually though, international migration is a major individual or family decision carefully considered. (Widgren and Martin 2002). Many studies view migration as an investment in which the income gain along with the other benefits resulting from it, must at least exceed the costs associated with it to justify the move, provided that there are no institutional or political barriers inhibiting migration ( ). Under the human capital theory, Yezer and Thurston,(2001) treated

migration as an investment focused on income changes associated with movement of non-whites from South to northern cities. The influence of income on migration can be considered from two different perspectives: that which determines whether migration occurs from low-to-high income or wage areas, and if it does, the magnitude of the relationship and that which determines whether the migrants themselves benefit by moving and if it does, to what extent. (Greenwood, 2001). There are two broad categories of migrants: those who migrate to another country primarily for economic reasons and those who move primarily for non-academic reasons. The factors that encourage a migrant to actually move are grouped into three categories: demand-pull, supply-push, and network.(Widgren and Martin).

and the distinction between migrants motivated by economic and non-economic consideration is often blurred (Widgren and Martin, 2002). But, human capital theory, which treats migration as an investment, has focused attention on income changes associated with movement of non-whites from the South to northern cities. (Yezer and Thurston, (2001). Michael J. Greenwood (2001) however considered two types of migration: gross migration and net migration. He established the determinants of gross migration as distance, income, psychic costs, information, personal characteristics. and the determinants of net migration as one consistent with aggregate income measures in migration studies and the other consistent with migrant-specific income measures There are two broad categories of migrants: those who migrate to another country primarily for economic reasons and those who move primarily for non-economic reasons. The factors that encourage a migrant to actually move are grouped into three categories: demand-pull, supply-push, and network. ((Widgren and Martin, 2002).

All over the country, there are ____________ high schools. ____________ of these are located in the provinces and ___________ are in the cities. Those located in the provinces are distributed as follows: ______________, ________________, __________, _____________ of which are public high schools and _____________ are private. Those located in the cities are distributed as follows: _______________, ____________, ______________,. _________________ of which are public high schools and _________ are private high schools. From this nature of distribution, Manila has _____________ of these high schools; _____________ of which are public high schools and _____________ are private.

There are many reasons Filipinos work abroad. Whether its their first choice or just forced to do so, there are many underlying reasons behind such OFW phenomenon. Leaving the country means detachment from family members and be contended with long distance calls, SMS or instant messaging conversations as primary means of communication. It also means depriving oneself of guiding children and watch them grow. Missing favorite TV shows, going to family hangouts on weekends and many other things are sacrificed in exchange of life abroad. Reasons for going abroad to work: 1. Unstable economic situation in the Philippines. 2. High unemployment rate in the Philippines 3. Low salary offered by local companies 4. Contractual employment arrangement 5. Poor benefits 6. OFWs are now pampered 7. Its not so lonely anymore to go abroad 8. Discriminating in job hiring in the Philippines

Manila is the centre of the Philippines economic, social, and cultural activity. It has been the principal city of the country for four centuries and is the centre of its industrial development as well as the international port of entry. It has undergone rapid economic development since its destruction in World War II and its subsequent rebuilding. But it is now plagued with the familiar urban problems of pollution, traffic congestion, and overpopulation. Her attraction or come on features to visitors, are in her historical landmarks and the hustle bustle of political, economic, educational, and socio-cultural activities.