Assessing the Reasons and Satisfaction of Teacher Education Graduates in Choosing a Non-Teaching Career: Towards Minimizing Irrelevant Employment Through an Effective School Program

Abstract

The purpose of the study is to determine what quantitative aspects need further explanation in choosing a non-teaching job by education graduates in terms of; (1) non-commitment to the teaching profession, (2) circumstantial influence (3) competitive income and (4) support for passion and growth. Also, it seeks to determine the level of career satisfaction in terms of (1) job security, (2) compensation, (3) interpersonal relationship and (4) organization culture. Results of the study shall contribute in the development of an effective school program in order to minimize irrelevant employment among teacher education graduates, and eventually stay in the teaching profession. Employing purposive sampling technique, the participants of the study are 12 teacher education graduates of Rizal Memorial Colleges Inc. The study utilized explanatory sequential mixed method design where a two-phase stage was employed in collecting data. In the quantitative phase, the researcher used a survey questionnaire in determining the reasons of the teacher education graduates in choosing a non-teaching job as well as their corresponding career satisfaction. In the qualitative phase, the researcher used in-depth interviews in gathering data to identify what school programs to be undertaken in order to minimize irrelevant employment among teacher education graduates and eventually stay in the teaching profession. Results revealed that competitive salary (M=3.51) and support for passion and growth (M=3.49) were observed to be the most reasons why the participants chose a non-teaching career. In terms of satisfaction, the participants indicated high satisfaction in their non-teaching career on job security (M=3.42) and compensation (M=3.59). More so, it was found that the school program to minimize irrelevant employment among teacher education graduates, and eventually stay in the teaching profession, revealed four major themes namely: (1) commitment, (2) patience, (3) contentment and (4) openness to change. This study suggests that educational institutions should prioritize initiatives aimed at fostering commitment among education graduates towards the teaching profession. This can involve providing comprehensive career guidance and counseling services to help graduates understand the value and opportunities within teaching.