Background: This study explored the lived experiences of Criminology faculty members who teach BSISM courses. It focused on understanding how faculty navigate the demands of teaching Industrial Security Management (ISM) subjects within the province of Misamis Occidental, Philippines. The study highlights the importance of supportive relationships, institutional resources, and conducive learning environments in shaping teaching effectiveness and faculty adjustment. Aims: This study aims to explore how criminology faculty members cope with, adjust to, and experience teaching ISM subjects. Methods: The study employed a qualitative phenomenological research design. It was conducted among 15 criminology faculty members who are currently teaching or have previously taught ISM courses, selected based on the inclusion criterion of relevant teaching experience. Data collection continued until saturation was reached, meaning no new significant themes emerged. Data were analyzed using Moustakas’ method of data analysis. Tool: Data were collected using an interview guide questionnaire designed to elicit participants lived experiences and insights regarding teaching ISM courses. Results: The study revealed six major themes that describe the lived experiences of criminology faculty teaching ISM courses. Faculty members experienced physical and mental fatigue, highlighting the body as a site of strain due to the demands of teaching unfamiliar or specialized subjects. Despite these challenges, they demonstrated adaptability and strong emotional investment in their teaching roles. They also navigated present demands while finding personal fulfillment in their teaching journey. The classroom environment emerged as a significant factor influencing both teaching and learning experiences. Additionally, supportive relationships with colleagues and administrators played a crucial role in enhancing their teaching effectiveness. Technology was identified as an important enabler of effective instruction, while purpose-driven engagement and motivation helped sustain their commitment to teaching ISM. Overall, the findings emphasize the importance of institutional support, adequate resources, and positive learning environments in fostering faculty adjustment and effectiveness.

Keywords: Administrative Support, Environmental Challenges, Peer Collaboration, Professional Motivation, Technology Integration and Teaching Adjustment.

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Source of Funding:

This research did not benefit from grant from any non-profit, public or commercial funding agency.

Competing Interests Statement:

The authors have declared that no competing financial, professional or personal interests exist.

Consent for publication:

All authors contributed to the manuscript and consented to the publication of this research work.

Availability of data and material:

Supplementary information such as the raw files of the participants’ responses is available from the authors upon reasonable request.

Acknowledgments:

The authors sincerely extend gratitude to all participants, advisers, and institutions whose support, cooperation, and valuable contributions made this study possible.