Teachers play a vital role in the Philippine educational system as they serve not only as facilitators of learning but also as role models who inspire students to pursue their dreams, aspirations, and passions. They are entrusted with the responsibility of motivating learners to reach their full potential and become productive members of society.

In the Philippines, becoming a teacher typically requires the completion of a four-year bachelor’s degree in education (BEED or BSED) or a related field, followed by passing the Licensure Examination for Teachers (LET). However, due to the high demand for teachers, the promise of stable income, and associated benefits, many non-education graduates have entered the profession. This pathway has been made possible through the Certificate in Professional Education (CPE) program, introduced in 1984. The CPE is a non-degree program that offers at least eighteen (18) units of professional education courses, qualifying non-education degree holders to teach in elementary or secondary schools as required by the Department of Education (DepEd). Despite this opportunity, concerns remain regarding the preparedness and capability of non-education graduates compared to those with formal education degrees.

According to Somosot and Relox (2023), non-education graduate teachers in higher education institutions face various challenges, including managing diverse learners, handling heavy workloads, limited instructional resources, and meeting academic requirements. In response, they develop coping mechanisms to navigate these difficulties. In the District of Balete, where this study was conducted, all six public high schools employ at least one non-education graduate teacher, which highlights the relevance of this issue in the local context.