Abstract
Education has long been regarded as one of the primary pillars for societal development, serving as a foundation for personal growth, economic progress, and cultural continuity (Bucal, 2025). Across different nations, the teaching profession has been considered a vital agent in transmitting knowledge, values, and skills to learners, thus ensuring that generations are prepared to meet the demands of an evolving world. In recent decades, the challenges and opportunities faced by education systems worldwide have grown more complex. This study aims to explore the real-life experiences of non-education graduates who have transitioned into the teaching profession in selected schools of Tagaytay City. A descriptive-quantitative research design is a method that systematically collects numerical data to describe, explain, and interpret current phenomena without manipulating variables. The study concluded that non-education graduates contribute significantly to addressing teacher shortages in Tagaytay City, underscoring their indispensable role in the teaching workforce. Their varied backgrounds enriched the profession by bringing new perspectives and expertise from other fields. Lastly, this study recommends strengthening mentoring and induction programs tailored to non-education graduates transitioning into teaching.
