Motivations And Realizations Of Non-HUMSS English Preservice Teachers

Abstract

The purpose of the study is to explore and understand the motivations and realizations of non-HUMSS English pre-service teachers, with the aim of providing insights that may aid in the improvement of educational practices and policy development. A phenomenological qualitative research design was employed in this study. The research was conducted in Cebu and involved second-year Bachelor of Secondary Education major in English students from a state university, selected through purposive sampling. Data were gathered through face-to-face interviews using validated interview guides. Ethical standards were strictly observed, including informed consent, confidentiality, and voluntary participation. The data were analyzed using thematic analysis to identify recurring patterns and themes. Findings revealed that students’ motivations were influenced by practicality, self-interest, and intellectual growth. Participants also experienced challenges such as burnout, emotional pressure, and academic difficulties due to course mismatch. Despite these struggles, they reported positive realizations, including personal development and strengthened resilience. Peer support and a positive learning environment were also found to play a significant role in helping students cope and adjust to their academic paths. The study concludes that both internal motivations and external support systems significantly shape the experiences of non-aligned students. It recommends collaborative efforts among schools, parents, and peers through career guidance programs, counseling services, and emotional support initiatives to help students align their academic choices with their interests and abilities while promoting well-being and intellectual growth.