Lived Experiences of Transitioning from a Private Instructor to a TESDA Instructor

This study aimed to seek and gain deeper understanding of how these individuals navigate their circumstances, the difficulties they encounter, and the strategies they employ to manage stress and adapt to their situations. The participants of the study are the former private instructors who are now currently employed as TESDA instructors. A purposive sampling technique is used to select 3-5 participants, ensuring that they have firsthand experience of the phenomenon being studied. The data from this research were examined through thematic analysis with the help of methodological triangulation to guarantee the reliability of the results.The data reveal that transitioning from private to TESDA instruction entails a multifaceted adjustment involving bureaucratic navigation, constrained autonomy, and evolving professional identity, significantly impacting instructors' teaching approaches and personal fulfillment. Despite the challenges encountered, former private instructors ultimately find renewed purpose and a sense of national contribution in their roles as TESDA educators, highlighting the resilience and adaptability required in such vocational transitions. The study's implications highlight the need for structured support systems, continuous professional development, and flexible policies to help former private instructors effectively transition into TESDA’s competency-based and regulated teaching environment.