Leaving The Dream: The Lived Experiences of Licensed Professional Teachers Pursuing Non-Teaching Careers
DOI:
https://doi.org/10.65339/ijsis.V1.I3.205Keywords:
Career Adaptability, Career Development, Licensed Professional Teachers, Non-Teaching Careers, Professional Identity, SOCCSKSARGEN, Transcendental PhenomenologyAbstract
This study explored the lived experiences, career decisions, professional identities, and future aspirations of Licensed Professional Teachers (LPTs) who pursued non-teaching careers in SOCCSKSARGEN (Region XII), Philippines. Anchored in Moustakas’ Transcendental Phenomenology, and Maslow’s Hierarchy of Needs Theory, the study employed a qualitative phenomenological research design involving eight purposively selected Bachelor of Secondary Education graduates majoring in Social Studies who passed the Licensure Examination for Teachers between 2015 and 2023 but had never entered formal teaching employment. Data were collected through validated, semi-structured in-depth interviews conducted face-to-face or online and analyzed using Colaizzi’s seven-step phenomenological method. Findings revealed that financial stability, professional advancement, family responsibilities, work-life balance, and social expectations influenced participants’ career decisions. Despite experiencing uncertainty, regret, and societal pressure, participants maintained their professional identities and applied transferable teaching competencies, including communication, leadership, mentoring, adaptability, and problem-solving, across alternative occupations. Their experiences demonstrated professional growth, career flexibility, and continued appreciation of the teaching profession, with some remaining open to future teaching opportunities. The findings informed the proposed Career Awareness and Responsive Empowerment for Licensed Professional Teachers (CARE-LPT) program, emphasizing career guidance, competency development, mentoring, and professional support. The study aligned with Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 8 (Decent Work and Economic Growth) by highlighting lifelong learning, professional adaptability, and meaningful employment opportunities. Its sustainability implications included strengthening institutional career guidance, promoting workforce adaptability, and supporting responsive teacher education programs that recognize diverse professional pathways.
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