Factors Contributing to Pursue Teaching Profession After Graduation: Basis for A Program Proposal

Despite the increasing demand for teachers, a significant number of teacher education graduates do not enter the teaching profession. This study employed a qualitative phenomenological design to identify the factors that affect Bachelor of Elementary Education Students in their decision either to pursue teaching or not after graduation. Fifteen (15) Bachelor of Elementary Education third year and fourth year students from Occidental Mindoro State College–Lubang Campus, Academic Year 2025–2026, were purposively selected as study participants. Data were collected through an online qualitative survey (open-ended questions) and analyzed through content and thematic analysis. The results showed that the passion for teaching was the most motivating factor and other factors were student development, professional growth, values formation, community service and personal fulfillment. Conversely, the minority reported that they might not enter the nursing profession immediately due to other personal life goals and career aspirations. Based on the findings, a program proposal was developed to sustain motivation and readiness of student teachers which consists of mentorship, teaching immersion, seminars and trainings, retreats, outreach and community engagement activities and recognition. Higher institutions of learning need to develop programs that strengthen commitment through the support they offer to emerging professionals.