Lived Experiences of Non-Education Graduates Teaching in Higher Education Institutions
DOI:
https://doi.org/10.64612/ijiv.v2i6.152Keywords:
higher education, non-education graduates, phenomenology, professional development, PhilippinesAbstract
This study explored the lived experiences of non-education graduates teaching in selected Higher Education Institutions in Davao de Oro during the School Year 2025–2026. Specifically, it examined their teaching experiences, instructional challenges, coping mechanisms, and professional insights as they transitioned into the teaching profession without formal teacher education. The study employed a qualitative phenomenological research design grounded in the interpretivist-constructivist paradigm. Ten non-education graduate instructors were purposively selected, and data were collected through semi-structured, in-depth interviews. The interview transcripts were analyzed using Braun and Clarke’s six-phase thematic analysis to identify recurring patterns and themes. The findings reveal that participants initially experienced difficulties in instructional planning, classroom management, learner engagement, assessment, and addressing diverse learning needs despite possessing strong disciplinary expertise. They overcame these challenges through self-directed learning, reflective practice, mentoring, collaboration, participation in professional development, and continuous adaptation of instructional strategies. The study concludes that pedagogical competence develops through authentic teaching experiences, sustained professional learning, and active participation in academic communities of practice rather than disciplinary expertise alone. It recommends that Higher Education Institutions strengthen faculty induction, structured mentoring, continuous professional development, and collaborative learning communities to support non-education graduates and enhance instructional effectiveness and educational quality.
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Copyright (c) 2026 Neil A. Balili, Elizabeth D. Dioso
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