EXPLORING THE DRIVING FORCES BEHIND EDUCATION GRADUATES PURSUING NON-TEACHING CAREER PATH

EDUCATIONAL ADMINISTRATION

This phenomenological study explored the driving forces behind education graduates who choose non-teaching career paths despite being trained for classroom instruction. The study examined experiences, motivations, challenges, coping mechanisms, and insights of 10 education graduates from Davao De Oro State College (DDOSC) who pursued non-teaching careers after completing their studies between 2018 and 2024. Data was gathered through in-depth interviews, providing personal narratives about their transition into various non-teaching roles. The findings revealed that financial considerations, career growth opportunities, and work-life balance are primary motivations for this career shift. However, skill mismatches, identity shifts, and societal expectations emerged as key obstacles. Coping strategies included continuous learning, mentorship, and adaptive career planning. The study concluded that a mismatch between educational training and labor market needs and systemic barriers in teaching professions influences the increasing trend of education graduates opting for non-teaching careers. This research provided valuable insights for educational institutions to align curricula with diverse career opportunities, helping students adapt to the evolving job market. Recommendations included developing support systems to address graduates' career aspirations, enhancing career guidance, and integrating transferable skills into teacher education programs.

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