Career-Shifter Teachers as Senior High School Curriculum Implementors: Basis for Enhancement of Policy Guidelines

Abstract

The transition of professionals from various industries to senior high school teaching poses both opportunities and challenges, particularly in curriculum management readiness and pedagogical efficacy. This study examines the preparedness and instructional effectiveness of career-shifter teachers who lack formal education backgrounds. Utilizing a mixed-methods approach, the study integrates quantitative survey data and qualitative interviews to assess their competencies in planning, implementation, monitoring, and evaluation of curriculum management, as well as their efficacy in self-management, professional ethics, results focus, teamwork, service orientation, innovation, and achievement. Findings indicate that career-shifter teachers demonstrate high self-perceived competence in pedagogical efficacy and curriculum management readiness, despite challenges in instructional planning and student engagement. The study reveals that mentorship programs, continuous professional development, and technology integration play a critical role in enhancing their teaching effectiveness. Furthermore, real-world industry experience contributes positively to classroom instruction, making lessons more relevant and engaging. However, challenges persist in terms of adapting assessment strategies, aligning lessons with curriculum standards, and managing diverse learning needs. The study proposes an instructional guide designed to support career-shifter teachers through structured training, collaborative learning, and pedagogical development. Recommendations include enhanced mentorship programs, targeted teacher training, curriculum-aligned lesson planning workshops, assessment literacy enhancement, and increased use of digital tools in teaching. The findings underscore the need for a systematic support framework to ensure that career-shifter teachers transition successfully into the education sector, contributing to improved student learning experiences and overall instructional quality.

Introduction

The study investigates the readiness in curriculum management and pedagogical effectiveness of career-shifter teachers in Senior High School (SHS), focusing on those who transitioned from other professions into teaching under the K to 12 program. This shift responds to growing demand for industry specialists in education, highlighting the need for tailored policies and professional development to support these teachers’ adaptation.

The study’s background emphasizes that successful curriculum implementation depends on teachers’ competencies in content knowledge and pedagogy. Career shifters bring valuable real-world expertise but face unique challenges requiring targeted training. The research aims to assess their readiness in curriculum planning, implementation, monitoring, and evaluation, as well as their pedagogical skills like self-management, ethics, teamwork, and innovation.

Using a descriptive survey design, the study examines non-education teachers in public Senior High Schools within Caloocan City during the 2021–2022 school year. Data were collected via questionnaires from the entire population of 212 career-shifter teachers, with analysis focusing on demographic profiles, curriculum readiness, and teaching efficacy.

The research will address gaps regarding the effectiveness of current training programs and policies, identify challenges faced by these teachers, and recommend strategies to enhance their integration and performance. The findings are intended to guide the Department of Education, school administrators, and policymakers in supporting career changers, ultimately improving Senior High School curriculum delivery and student outcomes.

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Copyright © 2025 Amelia Batalla. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.