Transitioning into Mathematics Teaching: A Case Study of Non-Education Graduates

This multiple case study examined the professional journeys of four non-education graduates who transitioned into senior high school mathematics teaching in one schools division in Western Visayas. Participants were purposively selected based on their academic backgrounds and current teaching roles. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s six-phase thematic analysis, adapted for a multiple case study approach. The study focused on four core research objectives, each reflected in the subthemes that emerged: motivations for entering teaching, challenges faced, identity formation, and support systems. Findings reveal that participants’ initial motivations were shaped by social influences, obligations such as scholarship service requirements, career transitions, and emerging personal purpose. Despite strong content knowledge, they faced challenges related to pedagogical skills, addressing diverse learning needs, classroom management, technology integration, and emotional and psychological strains. Through reflective practice and ongoing social interaction, participants gradually developed confident and student-centered teaching identities. They integrated their prior professional expertise to make mathematics more relevant and engaging. The results align with Situated Learning Theory, illustrating how participants gained professional identity through participation in authentic teaching communities. Vygotsky’s Sociocultural Theory explains the vital role of mentorship and peer support in scaffolding their development. Kagan’s Stages of Teacher Development are evident in their progression from survival-focused neophytes to competent educators. These findings highlight the complex, dynamic nature of transitioning into teaching for career changers and emphasize the need for structured induction, accessible mentoring, and professional development.