Motivations and Challenges Faced by Non-Teaching Personnel Transitioning to Teaching Position

Abstract

This study aimed to explore and understand the lived experiences of non-teaching personnel transitioning to teaching position in Carmen District, Division of Davao del Norte. A qualitative phenomenological research design was used in the study. Twelve teachers, who were non-teaching personnel s in their previous work, were chosen purposively had undergone in-depth interviews regarding their challenges, strategies and motivation, and insights on their transition to teaching roles. There were three research questions with five probing questions for each main question had been asked to the participants regarding their challenges, strategies and motivations, and insights. Data were collected through in-depth semi-structured interviews, guided by three main research questions with five probing sub-questions each. To ensure validity, the interview guide was reviewed by qualitative research experts and pilot-tested prior to actual data collection. Results on the responses of the participants on experiences include adjustment challenges, professional growth, and commitment and passion. For strategies and motivation, responses from participants include personal motivation and financial reasons, mentorship and peer support, and adaptation and skill application. For the insights, results from the participants include realization of teaching purpose, discovery of personal strengths, and adaptation to professional expectations. Future studies may concentrate on information regarding the transition experiences, challenges, and support mechanisms not only for non-teaching personnel but also for other career shifter s and other professionals entering the education sector.