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Description
This qualitative study examines how Filipino professionals from non-teaching backgrounds describe their motivations and identity in transitioning to online English as a Foreign Language (EFL) teaching. Using a descriptive qualitative design, data were gathered through semi-structured interviews with six participants and analyzed through thematic analysis. The findings show that career transitions are shaped by both intrinsic and extrinsic motivations, including personal fulfillment, commitment to learners, and a sense of purpose, alongside practical concerns such as income, flexible work arrangements, and work-life balance. Prior career experiences also influenced the shift, as participants compared earlier jobs with their current work and pointed to dissatisfaction with previous conditions. At the same time, participants described changes in how they saw themselves, gradually identifying as teachers rather than workers from other fields. Online EFL teaching further shaped these motivations, particularly through opportunities for career growth and interaction with learners from different countries. The study shows that career transitions into online teaching are shaped by the interaction of personal meaning, prior experiences, and the conditions of digital labor.
Keywords: career transition, online EFL teaching, digital labor market, professional identity, intrinsic and extrinsic motivation
