The issues of teacher persistence, retention, and migration have long impacted several countries, including the Philippines. These issues affect the sustainability of schools and the quality of education. In the Philippines, the problem is evident in private schools, including Catholic institutions, where teacher migration to public schools for higher salaries is a perennial concern. While there is extensive research on teacher retention and persistence, there is limited literature exploring this topic within the Philippine context. This study explored the perspectives of Filipino Catholic school teachers on their reasons for persisting in their roles despite opportunities to transfer to better-paying public schools. It also investigated the factors influencing their decisions to stay. Using a phenomenological qualitative framework, the research drew insights from semi-structured interviews with 15 tenured Catholic school teachers. The analysis revealed three primary themes: the "Identity of a Catholic School Teacher, Professional Empowerment and Influences," and "School Culture and Community." Moreover, an additional finding emerged: "Challenges in the Teaching Profession." The data gathered from the research was analyzed through the lens of the theoretical framework, which is based on the research by Brownell and Smith (1993) on teacher attrition. The results highlight three key factors influencing teacher persistence: a sense of vocation and mission, professional development and incentives, and positive relationships within the school community. Recommendations for practice and suggestions for future research were also provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]