Designing forward: Exploring K–12 teachers’ transition into instructional design roles
Date
2026
Authors
Adante, Rodelyn
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Abstract
This research explores the lived experiences of Canadian K–12 teachers who have transitioned into instructional design (ID) roles, examining how and why educators pursue this professional shift. The central research question asks: What factors drive K–12 teachers to transition into instructional design roles, and how do intrinsic and extrinsic factors impact their motivation, challenges, and competency development? The study addresses a significant gap in the literature on teacher career mobility by focusing on the emotional, professional, and practical dimensions of this transition.
Adopting a phenomenological approach within an interpretivist paradigm, the study is grounded in Self-Determination Theory, Schlossberg’s Transition Theory, and Expectancy-Value Theory. Eight participants—all former K–12 teachers now working as instructional designers in Canadian educational or corporate contexts—were interviewed using semi-structured protocols. Braun and Clarke’s six-phase model of thematic analysis guided the interpretation of data.
Four central themes emerged: Reframing Prior Teaching Experience, Anchoring to Personal Wellbeing, Reconciling ID Role Expectations, and Cultivating Productive Relationships. These findings reveal that the transition into instructional design is not merely a career move but a deeper reorientation of professional identity, shaped by a diverse interplay of motivations—including a desire for creative autonomy, alignment with personal values, professional growth, and in some cases, the need to navigate burnout or systemic constraints in teaching roles. Participants described leveraging existing pedagogical competencies while also developing new skills in technology, collaboration, and project management.
This study contributes to the understanding of professional change and identity shifts, offering insights into how educators reconstruct meaning and purpose through career transition.
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Keywords
Instructional Design, Teacher Transition, Professional Development, Competency Development