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

Abstract

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.