Abstract
This study examined the views on teacher exploitation in the public school system. Particularly, this study used a phenomenological research design with teachers as the participants in the study. There where ten participants involved for the individual interview and another 7 participants for the focus group interview. The data collections happened using a face-to-face interview and the data gathered has been analyze using Braun and Clarke model, using a self-made interview guide questionnaire to contextualized the questions. The result revealed that there are two themes on the teachers' perceptions and experiences about exploitation, these are: financial and material exploitation, and emotional and psychological impact on teachers. Meanwhile, there are two multifaceted factors contributing to exploitation in teaching which include: institutional pressures and expectations, and hierarchical power structures. Furthermore, there are two emerging themes about the recommendations and interventions to mitigate and prevent exploitation in teaching and that includes: legal and policy frameworks, and support systems for teachers facing exploitation. This study recommended that policymakers and educational stakeholders urgently address the prevalent issue of teacher exploitation within the public school system. Through extensive qualitative and quantitative analysis, it elucidated the multifaceted nature of exploitation, including inadequate compensation, excessive workloads, and limited professional development opportunities.