The Lived Experiences of Non-Education Graduates Teaching in the Department of Education
DOI:
https://doi.org/10.46328/ijonses.6649Keywords:
Non-Education Graduates, DepEd, Pedagogical Gap, Thematic Analysis, Phenomenology, Teacher ShortagesAbstract
Driven by the persistent teacher shortage in the Philippines, this qualitative phenomenological study explored the lived experiences of non-education graduates transitioned into the Department of Education. The study aimed to uncover how these subject-matter experts navigate the "pedagogical gap" between technical mastery and instructional delivery. Utilizing Braun and Clarke’s thematic analysis on interviews with eight purposively selected educators, the study identified a central theme: "The Paradox of Competence and Credential." Results and discussions highlighted that while participants possess high content authority, they suffer from professional marginalization, instructional inconsistencies, and a mismatch between industry instincts and educational psychology. Also, institutional support was found to be largely transactional and compliance-driven rather than developmental. The study concludes that the current system prioritizes administrative staffing over pedagogical competence, leaving educators in a state of structural vulnerability. It is recommended that the Department implement differentiated induction programs and formalized mentorship to bridge the instructional gap and ensure long-term educational quality.
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