Navigating Academic Careers: Professional Pathways of Bachelor of Elementary Education Graduates

Abstract

The study aimed to explore the career pathways of Bachelor of Elementary Education (BEEd) graduates under Contract of Service (COS) status who are teaching college students. Specifically, it examined the motivations that led them to pursue college teaching, described their career pathways in the college setting, and identified the opportunities and challenges that characterize their teaching experiences. The study employed a qualitative research method using a descriptive phenomenological design. Colaizzi’s method of data analysis was utilized in interpreting the data gathered from eight (8) informants. Findings revealed that BEEd COS instructors were motivated to enter college teaching because of degree alignment, competitive salary and prestige, opportunities for professional growth, and personal preference for teaching adult learners. Their career pathways were marked by transition, pedagogical adaptation, continuous learning, and personal fulfillment through shaping future educators. The study also found that their experiences involved challenges in instructional and classroom practices, limited resources and facilities, and concerns regarding recognition and compensation. Despite these difficulties, the informants remained committed through adaptability, supportive colleagues, and professional development opportunities. The study concluded that BEEd graduates under COS status were able to succeed in a profession outside their expected specialization through resilience, flexibility, and dedication to teaching. The findings provide valuable insights for higher education institutions and policy makers in developing support systems, training programs, fair employment practices, and career advancement opportunities for contractual college instructors.