The lived experiences of education graduates in non-aligned career paths in Ubay, Bohol

Abstract

This qualitative study employs a phenomenological research design to explore the motivations and factors influencing education graduates to pursue non-aligned careers outside the teaching profession, emphasizing their lived experiences. Data were collected through in-depth, semi-structured interviews and analyzed using content and thematic analysis. Conducted in selected areas of Ubay, Bohol, the study involved eight education graduates who either applied for teaching positions through DepEd or immediately sought employment in non-teaching fields. From their responses, three major themes emerged: (a) Limited opportunities in the teaching path, (b) Need an income to sustain, and (c) Avoid unemployment gap. The findings indicate that graduates face systemic barriers such as a scarcity of teaching positions and lengthy hiring processes, which limit their ability to secure aligned employment. Coupled with pressing financial responsibilities, these graduates often take non-aligned jobs to earn a stable income and avoid gaps in employment. Although many remain passionate about teaching, economic necessity and job market realities compel them to seek alternative career paths. This situation reflects the broader problem of job-skills mismatch, which not only affects individual career satisfaction but also results in the underutilization of trained educators, potentially impacting the quality of education delivery and workforce sustainability. Addressing these challenges is crucial for ensuring that education graduates can contribute effectively to the teaching profession and for meeting broader goals related to quality education and decent work. The policymakers may consider creating a policy that would give opportunities for education graduates to practice their profession with a desirable salary rate.