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

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Non-education graduates contribute valuable content knowledge in senior high school education, yet struggle with pedagogical and administrative challenges.
Participants reported on motivations for their career transitions and the adaptability strategies they employ in teaching roles.
Qualitative analysis based on focus group discussions utilized Colaizzi’s method to identify key themes from the experiences of eight teachers in Baguio City.
Study findings highlight the necessity for structured support systems and mentoring programs to enhance instructional quality and teacher retention.

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Qualitative study reveals challenges faced by non-education graduates in teaching roles, suggesting support pathways to improve experiences.

Jemimah Keren Diamas-Palo (2025) studied this question.

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Qualitative study reveals challenges faced by non-education graduates in teaching roles, suggesting support pathways to improve experiences.