Narratives of Out of Field Teachers in the Province of Cavite, Philippines

Abstract

INTRODUCTION

Due to a shortage of teachers to teach specialized courses in senior high school and growing population of students in public schools, many teachers are forced to handle subjects that are beyond their area of specialization, wherein the quality of education may suffer. This study was conducted to hear the voices from below (i.e., out-of-field Filipino teachers). The teachers lived experiences which focus on their pedagogical approach, their challenges and coping mechanisms were highlighted.

METHODS

A Self-Efficacy instrument adapted from Ferreira (2013) was administered to determine the levels of the teacher's self-efficacy in terms of pedagogy. Also, an in-depth interview was conducted. Fifteen out-of-field teachers were surveyed and five out-of-field teachers were interviewed about their lived experiences.

RESULTS

The results revealed that the level of self-efficacy of out-of-field-teachers in senior high school is high in terms of pedagogy. Also, the major challenge that was experienced by out-of-field -teachers were identified which are, knowledge of the content, selecting the appropriate strategy, and teacher's competence. It was also found that they used various coping mechanisms which include; a) consultation with expert teachers b) teacher's resilience c) trainings d) sense of optimism and determination. The study also revealed the reasons why they accept their job as an out-of-field teacher, which were classified into intrinsic and extrinsic.

DISCUSSIONS

The results demonstrate the sacrifices and struggles of out-of-field teachers and the urgent need for the education sector as well as the government to capacitate the needs of these teachers. Out-of-field teaching has been part of the education system for a long time, not only in the senior high school but in all the Grade levels as well as in tertiary education, it hinders the goal of having a quality education. It is about time that education leaders may consider how to formulate clear and strong policy on teacher support system among out-of-field-teachers.