Exploring the Whys of Non-Practicing Licensed Professional Teachers in BPO Industry

This study explored the lived experiences of Licensed Professional Teachers (LPTs) in San Isidro, Davao Oriental who opted to work in the Business Process Outsourcing (BPO) industry rather than practice teaching. Specifically, it sought to identify the reasons behind their career decision and examine how these reasons affected their personal and professional identities. Employing a qualitative phenomenological research design, data were gathered from purposively selected participants through in-depth interviews and a focus group discussion and were analyzed using Ritchie and Spencer’s Framework Analysis. Findings revealed that the decision to work in the BPO industry was shaped by interconnected financial, employment-related, professional, social, and personal factors, including financial and socioeconomic pressures, barriers in teacher recruitment, anticipated burnout, negative work environment and societal perception, career opportunities outside teaching, and personal readiness and motivation. While teaching was still viewed as meaningful, BPO employment was perceived as more accessible, financially responsive, and manageable. The study further found that working outside teaching weakened participants’ teaching self-efficacy, created identity uncertainty, and reduced motivation to enter the profession. However, it also helped them develop communication skills, confidence, adaptability, and a broader sense of professional growth. The study concluded that choosing BPO did not necessarily represent a permanent rejection of teaching, but a practical and identity-shaping response to present realities. It was recommended that teacher education institutions and concerned education agencies strengthen post-licensure career guidance, employment assistance, and transition support for LPTs.

Licensed Professional Teachers, BPO industry, career decision-making, professional identity, non-practice

1. Admiraal, W., & Kittelsen Røberg, K. I. (2023). Teachers’ job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages. Teaching and Teacher Education, 125, Article 104063. https://doi.org/10.1016/j.tate.2023.104063 [Google Scholar] [Crossref]

2. Almajnuni, K. M., & Alwerthan, T. A. (2024). Enhancing teacher self-efficacy: The power of effective training programs. Journal of Pedagogical Research, 8(3), 34–47. https://doi.org/10.33902/JPR.202427265 [Google Scholar] [Crossref]

3. Amirudin, A., Kurniawan, D. T., & Rahmawati, Y. (2025). Career adaptability for sustainable workforce development: A systematic review in vocational education. International Journal of Research and Innovation in Social Science, 9(5), 402–414. https://doi.org/10.47772/IJRISS.2025.90500034 [Google Scholar] [Crossref]

4. Apostol, J. M. A., & Susada, B. L. (2022). Tracer study of Bachelor of Elementary Education graduates of the Davao Oriental State University–Cateel Extension Campus, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 3(10), 1963–1978. https://doi.org/10.11594/ijmaber.03.10.18 [Google Scholar] [Crossref]

5. Azhenov, A., Kudysheva, A., Rakhimzhanova, L., & Tazhitova, G. (2023). Career decision-making readiness among students’ in the system of higher education: Career course intervention. Frontiers in Education, 8, Article 1097993. https://doi.org/10.3389/feduc.2023.1097993 [Google Scholar] [Crossref]

6. Bahilot, S. M., Ello, A., Quiring, J., Robante, M., Templa, E., & Rosales, K. (2024). Compensation satisfaction and the perceived teaching performance of teachers in St. Peter’s College of Toril, Inc: A correlational study. Psychology and Education: A Multidisciplinary Journal, 19(10), 1078–1089. https://doi.org/10.5281/zenodo.11206645 [Google Scholar] [Crossref]

7. Balolong, A. T. (2025). A descriptive-correlational study on human resource management practices and employee commitment among BPO companies in Dumaguete City. Journal of Interdisciplinary Perspectives, 3(5), 601–612. https://doi.org/10.69569/jip.2025.192 [Google Scholar] [Crossref]

8. Chico, A. L., Macarayo, B. L., Gulayan, L. O., & Cero, S. J. R. (2022). Compensation practices toward employee satisfaction among selected BPO’s. International Journal of Research Studies in Education, 11(8), 35–40. https://doi.org/10.5861/ijrse.2022.302 [Google Scholar] [Crossref]

9. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications. [Google Scholar] [Crossref]

10. Department of Education. (2023). DepEd Order No. 007, s. 2023: Guidelines on recruitment, selection, and appointment in the Department of Education. https://www.deped.gov.ph/wp-content/uploads/DO_s2023_007.pdf [Google Scholar] [Crossref]

11. Department of Education. (2024). DepEd Order No. 020, s. 2024: Guidelines on the recruitment, selection, and appointment to higher teaching positions in the Department of Education. https://www.deped.gov.ph/wp-content/uploads/DO_s2024_020.pdf [Google Scholar] [Crossref]

12. Diokno, J. P., & Erojo, L. M. (2025). “I’m curious – What influenced your decision not to pursue teaching after graduation?” Diversitas Journal, 10(3), 1311–1332. https://doi.org/10.48017/dj.v10i3.3513 [Google Scholar] [Crossref]

13. Hellebaut, S., Haerens, L., Vanderlinde, R., & De Cocker, K. (2023). Burnout, motivation, and (de-)motivating teaching style in different phases of a teaching career. Teaching and Teacher Education, 129, Article 104168. https://doi.org/10.1016/j.tate.2023.104168 [Google Scholar] [Crossref]

14. Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work (2nd ed.). John Wiley & Sons. [Google Scholar] [Crossref]

15. Hogg, L. M., Elvira, Q., Yates, A., & El Takach, S. (2024). Identity development of career-change secondary teachers: A systematic review of theoretical lenses, emerging identities, and implications for supporting transition into teaching. Education Sciences, 14(8), Article 857. https://doi.org/10.3390/educsci14080857 [Google Scholar] [Crossref]

16. IT and Business Process Association of the Philippines. (2025, January 16). Philippine IT-BPM industry caps 2024 with milestone growth. Retrieved May 10, 2026, from https://ibpap.org/news-room/21 [Google Scholar] [Crossref]

17. James, J., Kraft, M. A., & Papay, J. P. (2022). Local supply, temporal dynamics, and unrealized potential in teacher hiring (EdWorkingPaper No. 22-518). Annenberg Institute at Brown University. https://doi.org/10.26300/1yfe-gs84 [Google Scholar] [Crossref]

18. Karalis Noel, T. (2021). Identity tensions: Understanding a previous practitioner’s decision to pursue and depart the teaching profession. Frontiers in Education, 6, Article 586212. https://doi.org/10.3389/feduc.2021.586212 [Google Scholar] [Crossref]

19. Ladres, K. S., & Garcia, N. P. (2025). Occupational stress and burnout towards teachers’ turnover intent: Basis for a proposed “Equipping Educators for Job Stress” program. European Journal of Education Studies, 12(8). https://doi.org/10.46827/ejes.v12i8.6146 [Google Scholar] [Crossref]

20. Laher, J. M. Q. (2024). Assessing the reasons and satisfaction of teacher education graduates in choosing a non-teaching career: Towards minimizing irrelevant employment through an effective school program. Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies, 2(1), 26–36. https://doi.org/10.62718/vmca.pr-ijetas.2.1.SC-0524-010 [Google Scholar] [Crossref]

21. LaTronica-Herb, A., & Karalis Noel, T. (2022). Identity, agency, parenthood, and balance: Examining influential factors on former practitioners’ decisions to leave P12 education. International Journal of Educational Research Open, 3, Article 100172. https://doi.org/10.1016/j.ijedro.2022.100172 [Google Scholar] [Crossref]

22. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122. https://doi.org/10.1006/jvbe.1994.1027 [Google Scholar] [Crossref]

23. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications. http://dx.doi.org/10.1016/0147-1767(85)90062-8 [Google Scholar] [Crossref]

24. Liu, X., Mei, X., & Ji, G. (2024). “Walking with dreams”: The categories of career decision-making self-efficacy and its influence on learning engagement of senior high school students. Behavioral Sciences, 14(12), Article 1174. https://doi.org/10.3390/bs14121174 [Google Scholar] [Crossref]

25. National Privacy Commission. (n.d.). Republic Act 10173 – Data Privacy Act of 2012. https://privacy.gov.ph/data-privacy-act [Google Scholar] [Crossref]

26. Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, Article 103425. https://doi.org/10.1016/j.tate.2021.103425 [Google Scholar] [Crossref]

27. Magtalas, S. A., & Eduvala, J. C. (2024). Teacher’s workload in relation to burnout and work performance. International Journal of Multidisciplinary: Applied Business and Education Research, 5(10), 4111–4123. https://doi.org/10.11594/ijmaber.05.10.24 [Google Scholar] [Crossref]

28. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346 [Google Scholar] [Crossref]

29. Mejia, I. P., Marasigan, A. C., De Vera, J. L., Serafico-Reyes, N. M. A., Castulo, N. J., De Pano, C., Sinsay-Villanueva, L. M., Tanyag, I. H., Berroya, J. D., Garcia, G. D. V., Lim, V. L., & Aquino, J. M. D. (2025). Review of the Localization Law and its effect on the hiring of teachers (PIDS Discussion Paper Series No. 2025-23). Philippine Institute for Development Studies. https://doi.org/10.62986/dp2025.23 [Google Scholar] [Crossref]

30. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass. [Google Scholar] [Crossref]

31. Miranda, M. A., & Paglinawan, J. L. (2025). Trials and triumphs of licensed professional teachers working in non-teaching industry. International Journal of Research and Innovation in Social Science, 9(5), 102–107. https://doi.org/10.47772/IJRISS.2025.90500011 [Google Scholar] [Crossref]

32. Moustakas, C. (1994). Phenomenological research methods. SAGE Publications. https://doi.org/10.4135/9781412995658 [Google Scholar] [Crossref]

33. Muamaroh, M., & Thoyibi, M. (2025). Teacher self-efficacy and efforts for enhancing student engagement at tertiary education. Educational Process: International Journal, 14, Article e2025031. https://doi.org/10.22521/edupij.2025.14.31 [Google Scholar] [Crossref]

34. Oliveira, P. C., Rufini, S. É., & Bzuneck, J. A. (2023). Teacher’s motivation for teaching: Questionnaire validity evidence. Estudos de Psicologia (Campinas), 40, Article e210084. https://doi.org/10.1590/1982-0275202340e210084 [Google Scholar] [Crossref]

35. Pavin Ivanec, T. (2023). Motivation for the choice of the teaching profession: The role of prospective teachers’ personality traits, emotional competence, and life-satisfaction. SAGE Open, 13(2). https://doi.org/10.1177/21582440231182594 [Google Scholar] [Crossref]

36. Philippine Health Research Ethics Board. (2022). National ethical guidelines for research involving human participants. Philippine Council for Health Research and Development. https://www.pchrd.dost.gov.ph/wp-content/uploads/2023/05/2022-NEGRIHP_Official-Gazatte_Ver-5-1.pdf [Google Scholar] [Crossref]

37. Pishghadam, R., Derakhshan, A., & Jajarmi, H. (2022). A new conceptual framework for teacher identity development. Frontiers in Psychology, 13, Article 876395. https://doi.org/10.3389/fpsyg.2022.876395 [Google Scholar] [Crossref]

38. Ritchie, J., & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. Bryman & R. G. Burgess (Eds.), Analyzing qualitative data (pp. 173–194). Routledge. https://doi.org/10.4324/9780203413081_chapter_9 [Google Scholar] [Crossref]

39. Shand, J. (2023). Building professional identity in an initial teacher education programme. Australian Journal of Teacher Education, 48(7), 1–20. https://doi.org/10.14221/1835-517X.5881 [Google Scholar] [Crossref]

40. Shaoan, M. M. R., Namanyane, T., Feng, M., & Arif, M. (2025). A systematic literature review on the importance of teacher recruitment and retention in global educational reform. Frontiers in Education, 9, Article 1447752. https://doi.org/10.3389/feduc.2024.1447752 [Google Scholar] [Crossref]

41. Sodergren, C. D. C., Kettler, T., Sulak, T. N., & Payne, A. M. (2023). Teacher self-efficacy, innovativeness, and preparation to teach cross-curriculum skills. International Journal of Contemporary Educational Research, 10(1), 197–209. https://doi.org/10.33200/ijcer.1104747 [Google Scholar] [Crossref]

42. Suarez, V., & McGrath, J. (2022). Teacher professional identity: How to develop and support it in times of change (OECD Education Working Papers No. 267). OECD Publishing. https://doi.org/10.1787/b19f5af7-en [Google Scholar] [Crossref]

43. Tan, J., & Kim, S. (2024). Exploring the relationship between teacher motivation and teacher burnout among Chinese college English teachers. English Teaching, 79(2), 163–190. https://doi.org/10.15858/engtea.79.2.202406.163 [Google Scholar] [Crossref]

44. Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247 [Google Scholar] [Crossref]

45. UNESCO & International Task Force on Teachers for Education 2030. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000388832 [Google Scholar] [Crossref]

46. van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy (2nd ed.). Routledge. https://doi.org/10.4324/9781315421056 [Google Scholar] [Crossref]

47. Wang, X., Yang, L., Chen, K., & Zheng, Y. (2024). Understanding teacher emotional exhaustion: Exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships. Frontiers in Psychology, 14, Article 1342598. https://doi.org/10.3389/fpsyg.2023.1342598 [Google Scholar] [Crossref]

48. Yazıcı, S., Ünal, F., & Odacıoğlu, M. C. (2023). Perceived fairness of teacher selection process in Turkey. Bartın University Journal of Faculty of Education, 12(4), 645–658. https://doi.org/10.14686/buefad.122569 [Google Scholar] [Crossref]

49. Yurtseven, N., & Dulay, S. (2022). Career adaptability and academic motivation as predictors of student teachers’ attitudes towards the profession: A mixed methods study. Journal of Pedagogical Research, 6(3), 53–71. https://doi.org/10.33902/JPR.202214428 [Google Scholar] [Crossref]

50. Zhang, B., Li, X., & Gamble, J. H. (2022). Teacher burnout and turnover intention in higher education: The mediating role of job satisfaction and the moderating role of proactive personality. Frontiers in Psychology, 13, Article 1076277. https://doi.org/10.3389/fpsyg.2022.1076277 [Google Scholar] [Crossref]

51. Zhao, Q., & Zhang, L. J. (2022). On the role of teachers’ professional identity and well-being in their professional development. Frontiers in Psychology, 13, Article 913708. https://doi.org/10.3389/fpsyg.2022.913708 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study