From industry to classroom: Lived experiences of non-education graduates as professional teachers in the senior high school level

Jemimah Keren S. Diamas-Palo

Volume 6 Issue 3, September 2025

Abstract

This qualitative phenomenological study examines the experiences of non-education graduates who transitioned into senior high school teaching roles in the Philippines. Amid teacher shortages and the need for industry-aligned instruction, individuals from diverse academic and professional backgrounds are increasingly recruited. Although Republic Act 10533 supports their inclusion, limited research explores how these non-traditional educators navigate their roles, particularly in private schools. Using purposive sampling, eight licensed teachers with at least two years of experience were selected from a private school in Baguio City. Data were collected through focus group discussions and narrative surveys and analyzed using Colaizzi’s seven-step method. The study identified key themes: (1) motivations for career transition, (2) pedagogical and administrative challenges, (3) coping and adaptation strategies, (4) institutional support, and (5) influence of prior academic and professional background. Findings show that while non-education graduates contribute valuable content knowledge and real-world perspectives, they often face difficulties in instructional planning, classroom management, and administrative tasks. Their success is shaped by resilience, peer support, and access to professional development. Although limited to one institution, the findings offer insights for policy and practice aimed at improving teacher preparation. Recommendations include context-specific onboarding, formal mentorship programs, and bridge training for career-changers to enhance retention and instructional quality. By centering the voices of non-traditional teachers, this study underscores the importance of inclusive, practice-informed pathways that integrate content expertise with pedagogical competence in senior high education.

Keywords

Author information & Contribution

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Institutional Review Board Statement

AI Declaration

The author declares the use of Artificial Intelligence (AI) in writing this paper. In particular, the author used QuillBot, Grammarly, Claude, and ChatGPT in searching appropriate literature, summarizing key points, paraphrasing ideas, and ensuring the overall coherence of the paper in terms of grammar, spelling, and logical flow of thought. The author takes full responsibility for reviewing, editing, and validating the accuracy and academic integrity of all AI-assisted content included in the manuscript.

Notes

Acknowledgement

This paper and the research behind it would not have been possible without the guidance and support of my professors and instructors at Benguet State University, whose expertise, encouragement, and unwavering commitment were instrumental throughout this journey. I am deeply grateful to my family—especially my husband—for his endless patience, understanding, and encouragement during the countless hours devoted to this work; his belief in me provided the foundation upon which this research stands. My heartfelt appreciation also goes to all the participants who generously shared their time, experiences, and insights; without their openness, this study would not have been possible. I also acknowledge University of Baguio for providing the institutional support that enabled this research to be carried out. The generosity, wisdom, and support of all those acknowledged here have strengthened this work in countless ways and spared me from many errors; any that remain are solely my responsibility.

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Cite this article:

Diamas-Palo, J.K.S. (2025). From industry to classroom: Lived experiences of non-education graduates as professional teachers in the senior high school level. International Journal of Educational Management and Development Studies, 6(3), 186-210. https://doi.org/10.53378/ijemds.353248