Teachers handling multiple subject areas: Difficulties and adaptive attributes in the delivery of instructions
Vol 9, Issue 9, 2024, Article identifier:
VIEWS - 88 (Abstract) 36 (PDF)
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.
Keywords
Full Text:
PDFReferences
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.
DOI: https://doi.org/10.59429/esp.v9i9.2520
(88 Abstract Views, 36 PDF Downloads)
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Frances Luigi T. Castro, Brenda Lynn O. Ventura, Rawda S. Estajal, Jacel Timpangco-Macario, Maricor V. Limen, Benigno A. Garil, Jason V. Chavez
This work is licensed under a Creative Commons Attribution 4.0 International License.