This study investigates the career transitions of Overseas Filipino Workers (OFWs) in the Eastern Province of the Kingdom of Saudi Arabia who shifted from non-academic professions into teaching. Employing a phenomenological approach, it explores the lived experiences of these career shifters, focusing on the motivations, challenges, and adaptive strategies that shaped their entry into the education sector. The research examines their prior occupations, the internal and external factors influencing their decision to pursue teaching, and the personal qualities and professional competencies they bring to the classroom. It also highlights the obstacles encountered during the transition and the ways in which these individuals negotiated identity reconstruction and professional realignment. By situating the phenomenon within the broader discourse on second-career teachers, this study contributes to understanding how OFWs navigate career reinvention in a volatile, uncertain, complex, and ambiguous (VUCA) environment, particularly in the context of global labor mobility and the COVID-19 pandemic. The findings underscore the transformative potential of teaching as a second career and provide insights into the resilience, adaptability, and social support systems that enable OFWs to thrive in their new professional roles.

Keywords: Overseas Filipino Workers (OFWs), career shifters, teaching profession, phenomenology, professional identity, VUCA environment, global labor mobility, COVID-19