Includes bibliographical references.

This study investigates the multifaceted effects of English teacher migration on both teaching and learning of Senior High School English. Further, it also identifies the challenges brought about by English teacher migration as experienced by relieving teachers and the learners. Employing descriptive qualitative research design using thematic analysis, the effects and challenges are described and identified from the responses of the participants to open-ended questions through a semi-structured interview. Findings revealed that relieving teachers face challenges such as increased workload, insecurity, and the need for constant adaptation, while students experience disruptions in their learning routines, hindered comprehension, and decreased motivation. These challenges are exacerbated by communication barriers and lack of support. To address these issues, tailored training initiatives, increased collaboration among teachers, and support from school administration are recommended. Additionally, establishing mentorship programs for relieving teachers and implementing student transition support systems are suggested to enhance teaching and learning in English and promote continuity and stability. Further research is recommended to explore the long-term effects of teacher migration on students' academic and emotional well-being.

College of Education Graduate Studies Doctor of Philiosophy major in English Language Teaching

In English