MANILA, Philippines — The teaching profession in the Philippines is facing a motivation crisis, with Education degrees increasingly pursued not out of passion but as a fallback, according to a new study by the Philippine Institute for Development Studies (PIDS).
“Education course is often taken as a last option. It’s no longer driven by motivation. It could be that the level of interest is low, which may affect the quality of education in the end,” explained Dr. John Paolo Rivera, PIDS senior research fellow and author of the study “Quality Education Starting with Teacher Education.”
Rivera’s findings were discussed during a live podcast on July 3, jointly hosted by PIDS and Centro Escolar University (CEU). The event gathered education experts to reflect on the growing mismatch between current teacher training programs and the real-world demands of classrooms.
The study revealed that many Teacher Education Institutions (TEIs) accept students who lack genuine interest in teaching—some shifting from unrelated degree programs, others entering due to limited options or social pressures. This trend, the study warned, may lead to weak academic preparation and a fragile sense of long-term commitment among future educators.
“Teaching is no longer being driven by intrinsic motivation,” Rivera added. “And that may have serious implications for the quality of education.”
While professional development programs and teacher needs assessments exist, many remain too broad or focused merely on regulatory compliance. Crucial skills such as classroom management, student engagement, and the integration of digital tools are often underemphasized.
The study also flagged overlooked challenges inside the classroom, particularly rising behavioral and mental health concerns among learners—ranging from anxiety and attention difficulties to issues in socialization—that most training programs fail to adequately address.
Despite these hurdles, Rivera stressed that teacher effectiveness remains the single most influential factor in student success and school performance. The findings, therefore, add urgency to calls for more targeted, practical, and responsive teacher education.
As the role of educators continues to evolve, the study underscores the need for reforms that not only enhance teacher skills but also rekindle the sense of purpose in those entering the profession.
— The Summit Express