From Scholars to Teachers: Narratives of Non-Education Junior Level Science Scholarship (JLSS) Graduates in Their Mandatory Teaching Return Of Service

Abstract

This study explored the narratives of non-education JLSS graduates under the DOST-SEI who rendered their mandatory teaching return of service in secondary schools in Bukidnon Province. Using a qualitative descriptive design with reflexive thematic analysis, the study examined their experiences, successes and accomplishments, struggles and challenges, coping strategies, and recommendations in relation to their teaching responsibilities. Fifteen (15) participants were purposively selected based on their eligibility as non-education JLSS graduates currently or previously assigned as secondary school teachers. Data were collected through semi-structured interviews and written responses, and were analyzed following Braun and Clarke’s (2019) reflexive thematic analysis to identify recurring patterns across participants’ narratives. Findings revealed five major themes. First, participants initially experienced unfamiliar teaching demands and pedagogical challenges due to limited formal training but gradually adapted through experiential learning, collegial support, and institutional assistance. Second, they derived fulfillment primarily from students’ academic growth and personal development. Third, they encountered pedagogical overload and classroom management difficulties, particularly in lesson planning, instructional design, and behavioral management. Fourth, they employed adaptive coping strategies such as peer support, self-directed learning, and work-life balance to sustain teaching effectiveness. Lastly, they strongly advocated for mandatory pre-service pedagogical training, structured mentorship, and flexible program implementation to enhance teaching readiness and support systems. The study concludes that while non-education JLSS graduates initially face significant adjustment challenges, they progressively develop teaching competence through experience and support systems. However, strengthening pre-service training, mentorship, and institutional support is essential to ensure a smoother transition, improved instructional quality, and more effective implementation of the JLSS return of service program.