Teaching Beyond Degrees of Non-Teacher Education DOST Scholars: A Phenomenology
DOI:
https://doi.org/10.56294/sctconf20251510Keywords:
non-teacher education graduates, beyond degrees, DOST scholars, phenomenologyAbstract
Introduction :This study explores the experiences of the Department of Science and Technology (DOST) scholars by examining the challenges of the profession, the multiple roles they fulfill, the skills they apply, and the support they receive in their professional development.
Methods: Using a descriptive phenomenological approach, the study examines the challenges, role expectations, skill applications, and support systems that shape their professional journeys. Ten non-teacher education graduates serving as Senior High School teachers were purposively selected and interviewed. Data was analyzed using thematic analysis.
Results: Through a phenomenological approach, the research identified several themes, including (1) teaching is a challenging profession, (2) teaching is a multiple-role task, (3) teaching requires learned skills, and (4) teaching requires support from others. Findings reveal that these teachers face significant challenges due to a lack of pedagogical training, lesson planning skills, and classroom management expertise. Additionally, they navigate multiple responsibilities, including administrative duties and out-of-field teaching assignments. Despite these difficulties, they utilize their collegiate learning, social and communication skills, and innovative strategies such as game-based learning to enhance student engagement. The study also highlights the crucial role of mentorship, coaching, and colleague collaboration in supporting their teaching effectiveness and professional development.
Conclusion: The narratives of the participants highlight the challenges, responsibilities, skill applications, and support systems that shape their professional journey. Findings reveal that teaching, while fulfilling, is a demanding profession requiring specific pedagogical competencies. The lack of formal training in pedagogy, lesson planning, and classroom management posed significant struggles, reinforcing the need for structured professional development programs for non-education graduates.
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Copyright (c) 2025 Ricky P. Alalid , Almar M. Baledio , Arian Balunan , Francell Shane L. Marilla , Kim Patrick B. Pretencio , Kurt Daniel L. Valera , Rey Vincent V. Verginesa , Gino G. Sumalinog (Author)
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