Lived Experiences of Non-Education Graduates Teaching in Higher Education Institutions

Abstract

This phenomenological study explores the lived experiences of ten non-education graduates teaching in Higher Education Institutions (HEIs) in Davao de Oro, Philippines, during the School Year 2025–2026. Guided by Lave and Wenger’s Situated Learning Theory (1991), the study examines their experiences, challenges, coping mechanisms, and insights as they transition into the teaching profession. Participants were purposively selected from Davao de Oro State College – New Bataan Branch, Monkayo College of Arts, Science and Technology, Legacy College of Compostela, and Assumption College of Nabunturan. Data were gathered through in-depth semi-structured interviews and analyzed using thematic analysis. Ethical standards and trustworthiness measures were strictly observed to ensure credibility, dependability, and transferability. Findings reveal that participants initially found teaching overwhelming, challenging, and demanding due to their limited pedagogical background and lack of formal training. Their significant experiences included teaching financial topics, motivating students, and recognizing that teaching extends beyond individual effort. The most challenging situations involved students’ inability to learn, classroom management issues, technical difficulties, and diverse learning styles, all of which were linked to limited pedagogical knowledge. To address these challenges, participants employed coping strategies such as self-learning, attending seminars, adapting to new trends, learning from colleagues, and conducting rigorous research. These strategies reflect their adaptability and commitment to continuous professional growth. Key insights highlight the importance of patience, flexibility in addressing diverse learning styles, and the understanding that an education license is not the sole basis of teaching effectiveness. The study concludes that non-education graduates demonstrate resilience and dedication despite limited formal training. Their experiences emphasize the need for institutional support, mentoring programs, and continuous professional development to enhance teaching effectiveness in higher education institutions.