Lived Experiences of Non-Education Graduates Teachers Teaching Araling Panlipunan Related Subjects

Abstract

This study explored the lived experiences of non-education graduate teachers who handle Araling Panlipunan (AP) and related subjects in Southern Leyte, Philippines. Using Husserl's transcendental phenomenology, the research sought to understand how these teachers make sense of their work and the challenges they face. Fifteen participants were purposively selected and interviewed using a semi-structured approach. The data, analyzed using Moustakas' phenomenological steps, revealed five key themes: (1) transferable skills but gaps in pedagogical knowledge, (2) struggles in mastering content and classroom methods, (3) coping through mentorship, training, and digital resources, (4) motivations for pursuing educational units, and (5) the positive impact of these units on teaching practice. This research contributes to the literature on the professionalization of teachers by explaining how systematic development can enable unit earners to cross disciplinary expertise with pedagogy. They respond with resilience, seeking support from peers, joining training, and using online tools. Their decision to pursue educational units was driven by job stability, passion for teaching, and personal inspirations, and this training greatly enhanced their confidence, strategies, and understanding of learners. The essence of their experience lies in negotiating competence- transforming initial vulnerability into professional growth through persistence and learning. The study suggests that non-education graduates can play a meaningful role in AP education when provided with structured professional development. It recommends institutionalized training programs that focus on subject mastery and pedagogy to help them deliver more effective and engaging instruction.