ABSTRACT The purpose of this study is to explore and understand the underlying factors contributing to the growing trend of teacher resignations within the Department of Education. It aims to examine the personal, professional, and systemic challenges that influence teachers’ decisions to leave the profession, as well as the emotional, social, and institutional responses surrounding these resignations. This qualitative methodology involves several key components: The study utilizes qualitative data collection methods such as in-depth interviews, focus groups, and possibly ethnographic observations. A total of ten (10) participants are considered in this study, who will participate in both in-depth interviews (IDI) and focus group discussions (FGD). Five (5) of the participants will join the IDI, while the remaining five will take part in the FGD. The inclusion criteria for participants are that they must have more than three years of service with the Department of Education (DepEd) but have decided to leave the organization. Establishing realistic workload expectations, ensuring that teachers are not overloaded, and fostering a culture where boundaries are respected will help in preventing burnout. Schools should also offer training and guidance on time management and stress reduction, empowering teachers to set healthy boundaries between work and personal life. As the education sector continues to face challenges in teacher retention, burnout, and job satisfaction, it is essential to rethink the future trajectory of the teaching profession in the Philippines.