PDF

Published

2024-10-09

Issue

Vol. 9 No. 9 (2024): Published

Section

Research Articles

License

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

Castro, F. L. T., O. Ventura, B. L., Estajal, R. S., Timpangco-Macario, J., Limen, M. V., Garil, B. A., & Chavez, J. V. (2024). Teachers handling multiple subject areas: Difficulties and adaptive attributes in the delivery of instructions. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2520

Teachers handling multiple subject areas: Difficulties and adaptive attributes in the delivery of instructions

Frances Luigi T. Castro

Graduate School, Zamboanga Peninsula Polytechnic State University, Zamboanga City, 7000, Philippines

Brenda Lynn O. Ventura

Graduate School, Zamboanga Peninsula Polytechnic State University, Zamboanga City, 7000, Philippines

Rawda S. Estajal

College of Teacher Education, Basilan State College, Isabela City, Zamboanga Peninsula, 7300, Philippines

Jacel Timpangco-Macario

College of Teacher Education, Basilan State College, Isabela City, Zamboanga Peninsula, 7300, Philippines

Maricor V. Limen

College of Teacher Education, Basilan State College, Isabela City, Zamboanga Peninsula, 7300, Philippines

Benigno A. Garil

College of Humanities, Social Sciences, and Communication, Basilan State College, Isabela City, Zamboanga Peninsula, 7300, Philippines

Jason V. Chavez

Graduate School, Zamboanga Peninsula Polytechnic State University, Zamboanga City, 7000, Philippines


DOI: https://doi.org/10.59429/esp.v9i9.2520


Keywords: emotional adaptation, instructional mastery, instructional preparation, K-12 program, out-of-field teaching

Abstract

The adoption of K–12 program wanted to produce better proficient pupils with the skills needed for both job and lifetime study. Though the Department of Education (DepEd) emphasized the need for many teachers, issues like the number of students enrolled in the program and the subjects that require specialized instruction tend to increase. Instructors end up teaching subjects other than their area of expertise, which is a problem that schools all around the country are still facing today. This qualitative-phenomenology study carried out a small-scale interview that investigated the challenges faced by teachers who had to teach multiple subject areas. Teachers (n=8) were purposively sampled according to their subject areas. Thematic analysis indicated that teachers were troubled of teaching multiple subject areas because of the preparation process they need to consider, the difference in teaching materials and even their teaching methods matter. Some noted that the process was not effective because the subject mastery was insufficient. These have major implications in education in the Philippines especially it was a common practice to give teaching loads to teachers having competence beyond their area of expertise. This highlighted the need to reevaluate teaching assignments and strategies for professional development to ensure that educators have the necessary competence to effectively teach in different subject areas.

References

[1]. Official Gazette (2015). What is K to 12 Program? Retrieved from http://www.officialgazette.gov.ph/k-12/

[2]. Hobbs, L., & Quinn, F. (2021). Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time. European Journal of Teacher Education, 44(5), 627-651.

[3]. Özel, I. D. (2022). Politics of delegated governance: reforming vocational education and training. Socio-Economic Review, 20(3), 1361-1394.

[4]. Du Plessis, A. E. (2015). Effective education: Conceptualising the meaning of out-of-field teaching practices for teachers, teacher quality and school leaders. International Journal of Educational Research, 72, 89-102.

[5]. Hobbs, L., & Porsch, R. (2021). Teaching out-of-field: challenges for teacher education. European Journal of Teacher Education, 44(5), 601-610.

[6]. Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Ascd.

[7]. Nakar, S., & Du Plessis, A. E. (2023). Facing the Dilemma of the Out-of-Field Teaching Phenomenon in Vocational Education and Training (VET). Vocations and Learning, 16(3), 551-575.

[8]. Du Plessis, A. E. (2019). Professional support beyond initial teacher education. Teacher education, learning innovation and accountability. https://doi. org/10.1007/978-981-13-9722, 6.

[9]. Weldon, P. R. (2015). The teacher workforce in Australia: Supply, demand and data issues. Australian Council for Educational Research, 2, 1-16.

[10]. Nakar, S., Bagnall, R. G., & Hodge, S. (2018). A reflective account of the VET FEE-HELP initiative as a driver of ethical dilemmas for vocational education teachers in Australia. The Australian Educational Researcher, 45, 383-400.

[11]. Lopez, H., & Roble, D. (2022). Challenges and adaptive strategies of out-of-field mathematics teachers in the province of Misamis Oriental Philippines. American Journal of Educational Research, 10(3), 111-115.

[12]. Co, A.G.E., Abella, C.R.G. and De Jesus, F.S. (2021) Teaching Outside Specialization from the Perspective of Science Teachers. Open Access Library.

[13]. Collie R.J & Martin A.J (2016). Adaptability: An Important Capacity for Effective Teachers. Educational Sciences and Practice. 38, 27-39.

[14]. Bayani, R. T., & Guhao Jr, E. S. (2017). Out-of-field teaching: Experiences of non-Filipino majors. International Journal of Education, 5(11), 91-127.

[15]. Ulla, M. B. (2018). Benefits and challenges of doing research: Experiences from Philippine public school teachers. Issues in Educational Research, 28(3), 797-810.

[16]. Wheeley, E., Klieve, H., Park, E., & Du Plessis, A. (2023). Preservice Teachers’ Perceptions About Out-of-Field Teaching: Implications for Students, Teachers and Schools. Australian Journal of Teacher Education, 48(4).

[17]. Buenacosa, M. S. A., & Petalla, M. B. (2022). Embracing the Unknown: Adaptability and Resiliency of Out-of-Field Secondary Teachers Teaching English in Public Schools. Asian Journal of Education and Social Studies, 37(2), 1-29.

[18]. Rebucas, E. M., & Dizon, D. M. (2020). Teaching Outside Science Specialism: Plight of Public-School Science Major Teacher in Montevista District. International Journal of Science and Research, 9(2), 944-949.

[19]. Gimba, R. W., Hassan, A. M., Yaki, A. A., & Chado, A. M. (2018). Teachers’ and students’ perceptions on the problems of effective teaching and learning of science and technology in junior secondary schools. MOJES: Malaysian Online Journal of Educational Sciences, 6(1), 34-42.

[20]. Abrantes, L. F., & Bargamento, A. L. A. (2024). Lived Experiences of Out-of-Field Senior High School Teachers Teaching Physical Science.

[21]. Hobbs, L. (2020). Learning to teach science out-of-field: A spatial-temporal experience. Journal of Science Teacher Education, 31(7), 725-745.

[22]. Lane, C., & Ní Ríordáin, M. (2020). Out-of-field mathematics teachers’ beliefs and practices: An examination of change and tensions using zone theory. International Journal of Science and Mathematics Education, 18(2), 337-355.

[23]. Campbell, C., Porsch, R., & Hobbs, L. (2019). Initial teacher education: Roles and possibilities for preparing capable teachers. Examining the Phenomenon of “Teaching Out-of-field” International Perspectives on Teaching as a Non-specialist, 243-267.

[24]. Arendain, I. E., & Limpot, M. Y. (2022). Phenomenological approach of out-of-field teaching: challenges and opportunities. EPRA International Journal of Multidisciplinary Research (IJMR), 8(1), 1-1.

[25]. Datingaling, J. F. (2019). Specialization Mismatch in Teaching Senior High School Courses. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2H).

[26]. Ramli, A. A., Ibrahim, N. H., Surif, J., Bunyamin, M. A. H., Jamaluddin, R., & Abdullah, N. (2017). Teachers’ readiness in teaching stem education. Man in India, 97(13), 343-350.

[27]. Nixon, R. S., Luft, J. A., & Ross, R. J. (2017). Prevalence and predictors of out‐of‐field teaching in the first five years. Journal of Research in Science Teaching, 54(9), 1197-1218.

[28]. Daumiller, M., Fasching, M. S., Steuer, G., Dresel, M., & Dickhäuser, O. (2022). From teachers' personal achievement goals to students’ perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices. Teaching and Teacher Education, 111, 103617.

[29]. Winget, M., & Persky, A. M. (2022). A practical review of mastery learning. American journal of pharmaceutical education, 86(10).

[30]. Madulara, N. J. L. (2022). Out-of-field Teaching: The Stories of Novice Educators in Teaching Social Studies. Out-of-field Teaching: The Stories of Novice Educators in Teaching Social Studies, 112(1), 29-29.

[31]. Mabini, J. P. (2022). Out-of-Field Junior High School Music Teachers in the Online Teaching of Music Amidst COVID-19 Pandemic. Out-of-Field Junior High School Music Teachers in the Online Teaching of Music Amidst COVID-19 Pandemic, 101(1), 14-14.

[32]. Bhargava, A., & Pathy, M. K. (2014). Attitude of student teachers towards teaching profession. Turkish online journal of Distance Education, 15(3), 27-36.

[33]. Ekperi, P., Onwuka, U., & Nyejirime, W. (2019). Teachers’ attitude as a correlate of students’ academic performance. International Journal of Research and Innovation in Social Science (IJRISS), 3(1), 205-209.

[34]. Gülsün, I., Malinen, O. P., Yada, A., & Savolainen, H. (2023). Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour. Teaching and Teacher Education, 132, 104228.

[35]. Leonard, N. M., & Smyth, S. (2022). Does training matter? Exploring teachers’ attitudes towards the inclusion of children with autism spectrum disorder in mainstream education in Ireland. International journal of inclusive education, 26(7), 737-751.

[36]. Savolainen, H., Malinen, O. P., & Schwab, S. (2022). Teacher efficacy predicts teachers’ attitudes towards inclusion–a longitudinal cross-lagged analysis. International journal of inclusive education, 26(9), 958-972.

[37]. Ní Ríordáin, M., Goos, M., Faulkner, F., Quirke, S., Lane, C., & O’Meara, N. (2022). Eliminating the fear of getting ‘caught out’: An examination of the development of out-of-field mathematics teachers’ professional self-understanding. In Out-of-field teaching across teaching disciplines and contexts (pp. 241-259). Singapore: Springer Nature Singapore.

[38]. Modirkhamene, S., & Hassanzad, K. (2022). In-Field vs. Out-of-Field EFL Teachers’ Self-Efficacy, Classroom Management Styles and Students’ Performance. Interdisciplinary Studies in English Language Teaching, 1(2), 149-163.

[39]. Chiong, C., Menzies, L., & Parameshwaran, M. (2017). Why do long‐serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England. British Educational Research Journal, 43(6), 1083-1110.

[40]. Mesias, J. C. M. (2022). Out-of-field public senior high school teachers: Competencies in teaching physical education. Physical Education and Sports: Studies and Research, 1(2), 123-135.

[41]. Mendoza, J. E. (2022). Filipino teachers migrating abroad amid low pay, says ACT. Inquirer.net [Online]. https://newsinfo.inquirer.net/1665003/filipino-teachers-migrating-abroad-amid-low-pay-says-act#ixzz8ZcfgIng4 (accessed 1 May 2024).

[42]. Banal, C. L., & Ortega-Dela Cruz, R. A. (2022). Teachers' resilience in facing workload adversities in times of pandemic: The case of the private school teachers in a developing country. Indonesian Journal of Social Science, 14(1).

[43]. Barrios, A. R., Claudio, A. A., Bilonoac, L. C., Beldia, L. L. L., & Sosas, R. V. (2023). Workload and Teaching Efficiency of High School Teachers in Southern Baptist College, Incorporated, Mlang, Cotabato, Philippines. Journal of Research & Method in Education, 13(1), 39-47.

[44]. Velasco, C. (2020). SENIOR HIGH SCHOOL TEACHERS TOWARD HANDLING MULTIPLE SUBJECT MATTER. Northern Naguilian National High School.

[45]. Brannan, G., Brannan, J., & Tenny, S. (2022). Qualitative Study. NIH (National Library of Medicine).

[46]. Reyes, R. B. D., Tongkoh, A. L., & Chavez, J. V. (2023). Transitional Challenges And Factors Affecting English-Speaking Learners In Learning The Filipino Language. Journal of Namibian Studies: History Politics Culture, 33, 1720-1744.

[47]. Sabdani-Asiri, M. L., Chavez, J. V., & Kaiser Isham Sabdani Savellon, D. P. A. (2024). Analysis Of Public Speaking Resources And Alternative Improvement Strategies Among Academic Leaders With Public Speaking Woes. Migration Letters, 21(S6), 817-831.

[48]. Boswell, E., & Babchuk, W. A. (2023). Philosophical and theoretical underpinnings of qualitative research.

[49]. Groenewald, T. (2004). A phenomenological research design illustrated. International journal of qualitative methods, 3(1), 42-55.

[50]. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and policy in mental health and mental health services research, 42, 533-544.

[51]. Welman, J. C. & Kruger, S. J. (1999). Research methodology for the business and administrative sciences. Johannesburg, South Africa: International Thompson.

[52]. Ceneciro, C. C., Estoque, M. R., & Chavez, J. V. (2023). Analysis of debate skills to the learners’ confidence and anxiety in the use of the English language in academic engagements. Journal of Namibian Studies: History Politics Culture, 33, 4544-4569.

[53]. Chavez, J. (2022). Narratives of bilingual parents on the real-life use of English language: Materials for English language teaching curriculum. Arab World English Journals, 13(3).

[54]. Chavez, J. V., & Del Prado, R. T. (2023). Discourse analysis on online gender-based humor: Markers of normalization, tolerance, and lens of inequality. In Forum for Linguistic Studies (Vol. 5, No. 1, pp. 55-71).

[55]. Chavez, J. V., Libre, J. M., Gregorio, M. W., & Cabral, N. P. (2023). Human resource profiling for post-pandemic curriculum reconfiguration in higher education. Journal of Infrastructure, Policy and Development, 7(2), 1975.

[56]. Caldis, S. (2022). 'Overwhelmed'and'underprepared': The realities of out-field teaching in geography during a time of transition into the teaching profession. Geography Bulletin, 54(2), 7-10.

[57]. Evardo Jr, O. J., & Abina, I. L. S. (2023). Research Competence of Out-of-Field Teachers in Teaching Practical Research: Input to Capability Building Series. International Journal for Multidisciplinary Research, 5(2).

[58]. Dong, Y., & Xu, J. (2022). The role of EFL teachers' optimism and commitment in their work engagement: A theoretical review. Frontiers in psychology, 12, 830402.

[59]. Fan, S., Yu, Z., Zheng, X., & Gao, C. (2023). Relationship between psychological adaptability and work engagement of college teachers within smart teaching environments: the mediating role of digital information literacy self-efficacy. Frontiers in Psychology, 14, 1057158.

[60]. Sang, G., Wang, K., Li, S., Xi, J., & Yang, D. (2023). Effort expectancy mediate the relationship between instructors’ digital competence and their work engagement: evidence from universities in China. Educational technology research and development, 71(1), 99-115.



21 Woodlands Close #02-10 Primz Bizhub Singapore 737854

Email:editorial_office@as-pub.com