Student to teacher: experiences of non-education graduates teaching in higher education institutions / Ian S. Somosot and Christy Lyne C. Relox

One factor to consider in producing quality graduates is the quality of teaching teachers give. However, there is one issue arising, and that is that non-education graduates need more training in teaching. The study aimed to determine the experiences, coping mechanisms, and insights of non-education graduates teaching in Higher Education Institutions. A qualitative design was employed, particularly phenomenology. A purposive sampling technique was used to determine the six participants. It is revealed that the non-education graduates teaching in HEIs had experienced difficulties dealing with diverse students, overloaded teaching loads, lack of instructional resources, and complying with academic requirements. The participants believed that to cope with their different challenges, using technology-driven and creative teaching strategies helped them deal with diverse students, support from peers, including superiors and colleagues, and time management. The participants desired to grow professionally, see their students succeed, and limit school activities to focus on learning. Based on the result of the study, further investigation may consider using other research designs to explore the experiences of non-education graduates teaching in HEIs. Exploratory factor analysis is suggested to craft a standardized research questionnaire for this topic since researchers have yet to find a research questionnaire related to this study.