Pondering the Phenomenon of Choosing Non-Teaching Jobs among Teacher Education Graduates
Catheryn C. Panlaqui, EdD.1, Noraida G. Bardemorilla, MAEd2
Bataan Peninsula State University Dinalupihan Campus, Bataan Philippines
This qualitative study on the alumni employability of teacher education graduates focused on pondering the phenomenon of choosing non-teaching jobs among the Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) alumni from 2016 to 2020. An interpretive phenomenology was employed to describe the current non-teaching jobs, explain why did they choose a non-teaching career, discover the skills and competencies beneficial to their present work, and express their thoughts and feelings about their non-teaching occupation. The qualitative data were gathered using one-on-one interviews, transcribed, and validated the reliability using the Four-Dimensions Criteria (FDC). The obtained data were manually coded utilizing the QDR Miner lite software and the English transcriptions were examined using thematic three-phase analysis. In qualitative data analysis, significant statements for coding were identified first. Multiple coding was employed to generate themes, which means some selected statements were coded more than once. There were 34 open codes generated in the first cycle using descriptive English while 4 categories in the second cycle to answer the specific research problems. This study discovered that the current non-teaching jobs of teacher education graduates are grouped into four: education-related non-teacher jobs, non-education-related training jobs, office work, and service and management. After thorough exploration, it was also revealed that graduates’ non-commitment to the teaching profession, circumstantial influence, competitive income, supports for passion and growth, and flexibility and balanced life were the reasons why they opted for non-teaching jobs. In addition, the beneficial competencies to their present non-teaching job were professional values and attitudes, transversal skills, learning skills, and paper works, and teaching skills. Teacher education graduates with non-teaching careers feel contented, fulfilled, and open to changes. Based on the findings, core competencies acquired in Teacher Education Program offer multiple skills that greatly contribute to being versatile, adaptable, and productive non-teaching workers.
Keywords: Employability, Teacher Education Graduates, Non-teaching Jobs, Transversal Skills