Teachers' Performance and Experiences in Handling Out-of-Field Subjects

Abstract

INTRODUCTION

Globally, educational institutions are beset with high numbers of teachers teaching subjects they are not qualified to teach(Ee-gyeong,2011). The quality of teachers and teaching is an important factor in shaping the learning and growth of students (Wintersgill,2006). It is a reality that schools must manage. It is a critical issue for highly qualified teachers, may become highly unqualified if they are assigned to teach subjects for which they have little training or education. Additionally, it produces lower student achievement gains (Hobbs, 2015). This study aims to determine the performance and experiences faced by teachers in handling out-of-field subjects in order to improve curriculum instruction and to propose possible solutions.

METHODS

The researcher used qualitative and quantitative methods of research. The respondents of this study were seven teachers handling subjects outside their area of expertise identified using purposive sampling method. Classroom observation was done in order to determine their level of performance in actual teaching process. Also, a face to face interview of participants was done in order to determine their total teaching-learning experience.

RESULTS

It shows that teachers performed average(X=3.37) in teaching subjects outside their area of expertise. Further, the study revealed that teachers faced difficulties in terms of Instructional Materials and Expertise in the subject. There is the absence of learning competencies, teacher's guide and learner's materials while other learning resources are not readily available. On the other hand, teacher's expertise of the subject area affects their teaching performance. It includes their mastery of the subject matter, knowledge in the approaches to use, and the medium of instruction. Moreover, in order to cope with the challenges, respondents engage in individual research and learning partnership.

DISCUSSIONS

The results demonstrate that Teachers face challenges in handling subjects outside their area of expertise, teachers were performing averagely in the teaching-learning process. It suggests a need to provide immediate support to teachers and formulate long term possible solutions. However, the present study is limited to teachers' experiences in Glan-Padidu National High School. Further study is needed in order to determine other experiences of teachers.