📄 Abstract
The transition from pre-service education to professional teaching is frequently disrupted for newly licensed educators in the Philippines due to systemic deployment delays. This qualitative phenomenological study explores how inexperienced Secondary Social Sciences board passers, currently awaiting deployment on the Registry of Qualified Applicants (RQA), navigate self-directed skill preservation while excluded from formal teaching environments. Through semi-structured interviews with ten purposively sampled participants and subsequent reflexive thematic analysis, the study identifies a pervasive decline in practical instructional design confidence, despite the retention of theoretical knowledge. To mitigate pedagogical skill decay without a physical classroom, participants exhibit significant resourcefulness through self-directed upskilling, academic extension, and collaborative material development. However, these efforts are heavily constrained by institutional lockout from official educational resources and the psychological burden of unvalidated labor and isolation. Ultimately, this prolonged state of professional limbo fractures the educators' professional identities, replacing vocational idealism with the temptation of pragmatic attrition. To prevent the loss of qualified educators, the study recommends implementing provisional institutional support and transitional mentorship programs to sustain their pedagogical competencies during the hiring queue.
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📚 How to Cite:
Khesa Rica N. Apelado, Mila Jane G. Gerna, Estelita A. Madriaga , TEACHERS WITHOUT CLASSROOMS: A QUALITATIVE EXPLORATION OF SKILL PRESERVATION AMONG INEXPERIENCED BOARD PASSERS , Volume 12 , Issue 10, October 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 315 - 321 , DOI: https://doi.org/10.36713/epra31832