Teaching legacies: The post-retirement lives of Lasallian elementary teachers

https://doi.org/10.70228/CBJ2025071

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ABSTRACT

This qualitative phenomenological study explored the lived experiences of retired Lasallian elementary teachers on their transition from active teaching towards retirement and their continuous pursuit of purpose and meaning in their post-retirement lives. Guided by Schlossberg’s Transition Theory and the Role Theory, this research examined how retired educators adapted to the changing routines, redefined their roles, and maintained their sense of identity and well-being. The three retired elementary grade teachers, each of whom had served for at least 15 years and had been retired for two or more years, participated in an in-depth, semi-structured interview. Data was analyzed using Interpretative Phenomenological Analysis (IPA), allowing for the emergence of three major themes: 1) Navigating through Life’s Transitions, 2) Discovering Retirement Bliss, and 3) Identity Maintenance After Retirement. Findings revealed that retirement is a profoundly personal and multidimensional process that eventually allowed them to transform into their new roles as mentors and community leaders. Participants highlighted the importance of acceptance and prioritizing well-being during the initial stage of retirement. Moreover, participants showed resilience and renewed fulfillment in retirement through ongoing contributions to education and community life. The lived experiences of the participants showed a sense of zeal for continued service. This study contributes to a deeper understanding of the post-retirement journey of educators, in which retirement is a profoundly personal and a multidimensional process.

Keywords: retired teachers, elementary teachers, post-retirement, Lasallian educator, phenomenological inquiry