The Professional Journey of Full-Time College Teachers in Their Transition From Industry Practice to Pedagogical Work Engagement: A Multiple Case Study
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Abstract
The transition from industry practice to pedagogical work engagement presents various challenges for educators entering higher education. There is limited research on how full-time college teachers with strong industry backgrounds handle this transition in South Cotabato, Philippines. This study fills that gap by looking at the professional journeys and coping strategies of five full-time college teachers as they move from industry to teaching. Using a qualitative multiple case design, data were collected through in-depth interviews and analyzed with thematic analysis. Results showed a three-phase process in their transition. First is their entry and adjustment which is marked by apprehension and culture shock. Next is through adaptation and integration characterized by the learning and application of new pedagogical skills. And lastly is their professional identity formation where increased confidence and a sense of belonging emerged. Results also showed the challenges faced by the participants in their teaching responsibilities, administrative tasks, student engagement, and research expectations. Coping mechanisms such as mentorship, collaboration, and continuous learning were used to address these challenges. This study emphasizes that transitioning from industry to academe is a transformative journey that builds professional identities. It highlights the need for support systems within institutions to bridge the gap between industry work and teaching.
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References
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