Physical Education Teachers’ Academic and Social Transition in their Graduate School Program

This study examined the academic and social transition experiences of Physical Education (PE) teachers entering graduate school, focusing on those enrolled in the Master of Arts in Education program specializing in Physical Education at two flagship universities and three divisions of the Department of Education in Bukidnon Province. The objective was to explore and understand their transition journey through a mixed-methods approach, combining quantitative surveys and qualitative interviews with 40 participants. Utilizing Anderson et al.’s Transition Theory as a guiding framework, the study integrated quantitative surveys to gather broad trends and qualitative interviews to delve into individual experiences, emphasizing the importance of support structures and environmental factors in facilitating successful transitions. Findings revealed diverse insights, highlighting positive social encounters and satisfactory academic integration, with key themes including adaptation strategies, personal connections, meaningful encounters, and effective use of resources. The study underscored the multifaceted challenges faced by PE teachers and recommended tailored support services and a supportive graduate program environment to enhance their transition experience. However, the small sample size limited the scope and generalizability of the findings to other graduate students, providing foundational insights into the transition experiences of PE teachers and offering a clearer understanding of their academic and social challenges.