Career Transition to Teaching: Non-Education Graduates Teaching in San Isidro College

Abstract

This study explored the career transition experiences of non-education graduates teaching in a private higher education institution, particularly San Isidro College. It examined their reasons for entering the teaching profession, their transition experiences, the challenges they encountered, the coping mechanisms and support systems that sustained them, and the recommendations they offered to other non-education graduates who plan to teach in higher education. The study employed a qualitative phenomenological design to understand the participants’ lived experiences. Selected non-education graduate faculty members were chosen through purposive sampling. Data were gathered through semi-structured interviews, transcribed verbatim, and analyzed through thematic analysis. The findings showed that non-education graduates entered teaching because they viewed it as a meaningful, purpose-driven, and student-centered vocation. Their transition was described as challenging yet developmental, requiring preparation, adjustment, and continuous engagement with the realities of teaching. The participants encountered difficulties related to limited pedagogical preparation, classroom management, lesson planning, assessment, workload, institutional expectations, and policy-related concerns. Despite these challenges, they sustained their teaching roles through self-directed learning, adaptability, reflection, mentoring, collegial support, seminars, and institutional assistance. They also emphasized that readiness for teaching requires continuous learning, pedagogical preparation, teachability, and structured institutional support. The study concludes that the transition of non-education graduates into teaching is both meaningful and demanding. Their successful adjustment and effectiveness depend on continuous professional development and responsive institutional support, particularly in induction, mentoring, and faculty development programs. These findings highlight the need for institutional environments for non-education faculty in higher education.