From Classroom To Digital Work: Career Transitions Of Licensed Teachers In Pangasinan I

Abstract

This qualitative, desk-based study examines the career transitions of Licensed Professional Teachers (LPTs) in Pangasinan I from traditional classroom roles to digital and non-teaching positions within the growing digital economy. Drawing from over 50 credible secondary sources—including government labor reports, Scopus indexed studies, freelance platform analytics, and documented digital narratives—the research investigates the types of work pursued, motivations for transition, challenges encountered, and implications for professional identity and career development.Findings reveal that approximately 85% of LPTs have transitioned to online roles such as content writing (34%), online tutoring (26%), virtual assistance (15%), and digital marketing (10%), reflecting the strategic adaptation of teaching competencies to emerging labor markets. Key motivators include financial necessity (45%) and the pursuit of flexibility and work-life balance (30%), while major challenges involve income volatility (72%), digital skill gaps (58%), and professional identity concerns (38%).The study is limited by its exclusive reliance on secondary sources, which may not fully capture the nuanced, lived experiences of individual teachers and lacks the validation that primary qualitative or quantitative data could provide. Nonetheless, the findings underscore the urgent need for structured digital upskilling programs, formal recognition of online work in CPD and career progression, and adaptive education labor policies that integrate non-traditional career trajectories. This study reframes LPTs not as professionals exiting education, but as educators actively redefining their roles to meet the demands of a digitally interconnected world