From Scholars to Teachers: Narratives of Non-Education Junior Level Science Scholarship (JLSS) Graduates in Their Mandatory Teaching Return Of Service

This study explored the narratives of non-education JLSS graduates under the DOST-SEI who rendered their mandatory teaching return of service in secondary schools in Bukidnon Province. Using a qualitative descriptive design with reflexive thematic analysis, the study examined their experiences, successes and accomplishments, struggles and challenges, coping strategies, and recommendations in relation to their teaching responsibilities. Fifteen (15) participants were purposively selected based on their eligibility as non-education JLSS graduates currently or previously assigned as secondary school teachers. Data were collected through semi-structured interviews and written responses, and were analyzed following Braun and Clarke’s (2019) reflexive thematic analysis to identify recurring patterns across participants’ narratives. Findings revealed five major themes. First, participants initially experienced unfamiliar teaching demands and pedagogical challenges due to limited formal training but gradually adapted through experiential learning, collegial support, and institutional assistance. Second, they derived fulfillment primarily from students’ academic growth and personal development. Third, they encountered pedagogical overload and classroom management difficulties, particularly in lesson planning, instructional design, and behavioral management. Fourth, they employed adaptive coping strategies such as peer support, self-directed learning, and work-life balance to sustain teaching effectiveness. Lastly, they strongly advocated for mandatory pre-service pedagogical training, structured mentorship, and flexible program implementation to enhance teaching readiness and support systems. The study concludes that while non-education JLSS graduates initially face significant adjustment challenges, they progressively develop teaching competence through experience and support systems. However, strengthening pre-service training, mentorship, and institutional support is essential to ensure a smoother transition, improved instructional quality, and more effective implementation of the JLSS return of service program.

non-education JLSS graduates, return of service, pedagogical challenges

1. Alalid, R. P., Baledio, A. M., Balunan, A., Marilla, F. S., Pretencio, K. P., Valera, K. D., Verginesa, R. V., & Sumalinog, G. G. (2025). Teaching beyond degrees of non-teacher education DOST scholars: A phenomenology. Salud, Ciencia y Tecnología - Serie de Conferencias, 4, 1510. https://doi.org/10.56294/sctconf20251510 [Google Scholar] [Crossref]

2. Blanco, F. (2025). Exploring the pedagogical training of non-licensed social studies educators during pre-service teaching: Implications for teacher preparation enhancement. International Research Journal of Multidisciplinary Scope. https://doi.org/10.47857/irjms.2025.v06i04.05228 [Google Scholar] [Crossref]

3. Boukhari, N. (2021). Peer coaching and mentoring in a reflective collaborative community of practice: A corpus-based analysis of blended MA TESOL teacher education programme. Proceedings of the 3rd International Conference on New Trends in Teaching and Education. https://doi.org/10.33422/3rd.ntteconf.2021.07.46 [Google Scholar] [Crossref]

4. Condino, J. B. M., Ayap, M. A. H., Bondad, J. C. B., Macandile, M. G. M., & Maulion, L. J. M. (2023). Balik-serbisyo: A phenomenological study exploring the lived experiences of DOST-SEI JLSS scholars working as public-school teachers to fulfill the return of service agreement. The Research Probe, 3(2). [Google Scholar] [Crossref]

5. Davis, T., & Park, E. (2025). A systematic review of early-career teacher wellbeing, stress, burnout and support mechanisms during and post COVID-19 pandemic. Education Sciences. https://doi.org/10.3390/educsci15080996 [Google Scholar] [Crossref]

6. Diab, A., & Green, E. (2024). Cultivating resilience and success: Support systems for novice teachers in diverse contexts. Education Sciences. https://doi.org/10.3390/educsci14070711 [Google Scholar] [Crossref]

7. Diamas-Palo, J. (2025). From industry to classroom: Lived experiences of non-education graduates as professional teachers in the senior high school level. International Journal of Educational Management & Development Studies. https://doi.org/10.53378/ijemds.353248 [Google Scholar] [Crossref]

8. Dori, Y. J., Goldman, D., Shwartz, G., Lavie-Alon, N., Sarid, A., & Tal, T. (2023). Assessing and comparing alternative certification programs: The teacher-classroom-community model. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1006009 [Google Scholar] [Crossref]

9. Fernandez, C., & Ducot, L. (2025). Teachers’ workload and the level of effectiveness of their coping mechanism. Psychology and Education: A Multidisciplinary Journal. https://doi.org/10.70838/pemj.380106 [Google Scholar] [Crossref]

10. Gordon, A. (2020). Educate – mentor – nurture: Improving the transition from initial teacher education to qualified teacher status and beyond. Journal of Education for Teaching, 46, 664–675. https://doi.org/10.1080/02607476.2020.1807296 [Google Scholar] [Crossref]

11. Hamdan, N., Othman, J., & Lo, Y. (2024). Enhancing ESL novice teachers’ professional development: Roles of peers in observational learning through peer mentoring. LLT Journal: A Journal on Language and Language Teaching. https://doi.org/10.24071/llt.v27i2.8411 [Google Scholar] [Crossref]

12. Leigh, F., Ayodele, A., & Adekoya-Olapade, O. (2024). Impacts of school-based outdoor pedagogical training programme on the teaching practices of pre-primary school teachers in Oyo State, Nigeria. African Journal of Education and Practice. https://doi.org/10.47604/ajep.2249 [Google Scholar] [Crossref]

13. Naparan, G., & Castañeda, I. (2021). Challenges and coping strategies of multi-grade teachers. International Journal of Theory and Application in Elementary and Secondary School Education, 3, 25–34. https://doi.org/10.31098/ijtaese.v3i1.510 [Google Scholar] [Crossref]

14. Nguyen, A., & Tran, A. (2024). Challenges and strategies in managing disruptive behaviours: Insights from Vietnamese novice EFL teachers. Vietnam Journal of Education. https://doi.org/10.52296/vje.2024.492 [Google Scholar] [Crossref]

15. Nkolika, C. (2024). Assessing the role of continuous professional development in curriculum adaptation among secondary school teachers in Awka South Local Government Area. Journal of Education and Teacher Training Innovation, 2(2), 110–124. https://doi.org/10.61227/jetti.v2i2.120 [Google Scholar] [Crossref]

16. Omodan, B., & Addam, B. (2022). Analysis of transformational teaching as a philosophical foundation for effective classrooms. Journal of Curriculum Studies Research. https://doi.org/10.46303/jcsr.2022.9 [Google Scholar] [Crossref]

17. Prananto, K., Cahyadi, S., Lubis, F., & Hinduan, Z. (2025). Perceived teacher support and student engagement among higher education students: A systematic literature review. BMC Psychology, 13. https://doi.org/10.1186/s40359-025-02412-w [Google Scholar] [Crossref]

18. Republic Act No. 10612. (2013). Fast-Tracked Science and Technology (S&T) Scholarship Act of 2013. https://lawphil.net/statutes/repacts/ra2013/ra_10612_2013.html [Google Scholar] [Crossref]

19. Rodriguez, G., & Andrade, R. (2025). Challenges and coping strategies of non-education graduate mathematics teachers in senior high school: A phenomenological approach. International Journal of Multidisciplinary: Applied Business and Education Research. https://doi.org/10.11594/ijmaber.06.06.38 [Google Scholar] [Crossref]

20. Suttles, J. (2024). Teacher voices. https://doi.org/10.33015/dominican.edu/2024.edu.03 [Google Scholar] [Crossref]

21. Wartenberg, G., Aldrup, K., Grund, S., & Klusmann, U. (2023). Satisfied and high performing? A meta-analysis and systematic review of the correlates of teachers’ job satisfaction. Educational Psychology Review, 35, 1–38. https://doi.org/10.1007/s10648-023-09831-4 [Google Scholar] [Crossref]

22. Xu, G., Haratyan, F., & Tian, H. (2026). A 2025 systematic review of teacher emotion regulation and well-being: Implications for student engagement, learning outcomes, and professional development in EFL contexts. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1715266 [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