From Classroom to Command: An Emic Exploration of Professional Identity Transformation Among Teachers Joining Uniformed Service

Authors

DOI:

https://doi.org/10.64358/sih.v2i1.67

Keywords:

Professional Identity Transformation, Career Transition, Former Teachers, Uniformed Service

Abstract

This qualitative phenomenological study explored the lived experiences of former teachers from Isabela, Philippines, who transitioned into uniformed service. Through in-depth interviews, the research identified key factors behind this career shift. Participants leave teaching because of systemic problems within the teaching profession which includes, excessive paperwork, administrative burdens, and limited professional growth. They were drawn to uniformed service because of clearer career pathway, better compensation, benefits and allowances, and a healthier work-life balance. The career transition involved significant challenges, that include the rigorous physical training and their difficulties in adapting to a strict hierarchical culture. A central finding was the enduring nature of their teacher identity despite the career shift; they were able to repurpose their pedagogical skills in roles in the uniformed service like community education and PDL (Person Deprived of Liberty) rehabilitation. The study concludes that this professional migration reflects a search for professional growth within public service, stressing the issues in education while emphasizing the adaptability of teacher identity.

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Published

2026-05-23

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Vol. 2 No. 1 (2026): Studies in Interdisciplinary Horizons

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