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EFFECTIVE EDUCATION: LIVED EXPERIENCES AND COPING

MECHANISMS OF SECONDARY TEACHERS HANDLING OUT-
OF-FIELD SUBJECTS

A Research Proposal
Presented To The Graduate School Of
Mindanao State University
General Santos City

In Partial Fulfillment
Of The Requirements For The Degree In
Master Of Arts In Education
Major In Reading

John Leo G. Melijor

December 2019
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Chapter I

THE PROBLEM AND ITS SETTING

Introduction

Teaching is a complex job. Not only should teachers be adept in handling

challenging students but they should also be skilled in adapting to the ever-

changing curriculum in their field of specialization (Famenorag, 2018). Moreover,

it has been affirmed by the Department of Education (DepEd) that they are

aiming for a significant quality education for all Filipino learners.

Despite the need for this goal to be achieved, there are still underlying

factors that impede the significant realization of this. One of these is the

mismatched assignment of subjects to be handled by a teacher. One factor that

lead to this mismatched is the inadequate availability of teachers. According to a

report of UNTV (2017), DepEd Secretary Leonor Briones admitted that the

inadequate availability of teachers remains a problem. She added that size

definitely matters for there are 900 thousand teachers for 27 million learners.

Out-of-field subject teaching has appeared to be one contributing factor of

compromised learners’ quality educational experiences due to lack of educational

background practice, qualifications, and trainings. Furthermore, this claim has

been affirmed by Cruz et al. (2017) as they believed that non-specialized subject

teaching has led to a disputatious issue as it affects the teacher’s sense of

effectiveness. This has been considered as a long recognized but unaddressed

problem in schools.
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Most of the teachers nowadays both public and private are struggling with

the subjects they are handling due to it is not the specialized discipline they have

taken. Out-of-field teaching, in some ways, has the possibility of a compromise

impart of subject content, learning experiences, and effectivity of the attainment

of the skills that learners must acquire.

This study aims to unveil the complexities, experiences, and coping

mechanisms surrounding teachers out-of-field teaching. Out-of-field teaching

entails teachers teaching outside their field of qualification.

The importance of this study is to implicate the need for schools or

institutions to assign subjects which are the specialized discipline or degree

taken by the teacher itself to fully realize the Department of Education’s goal of

achieving quality education for all Filipino learners. Furthermore, it can also be an

avenue for the teacher to practice their specialized subjects according to their

qualifications, training, and experiences which in turn connotes teachers’ sense

of effectiveness and ability to give meaningful educational experiences for

learners.

Statement of the Problem

This study aims to unveil the complexities, experiences, and coping

mechanisms surrounding teachers in out-of-field teaching. Out-of-field teaching

entails teachers teaching outside their field of qualification.

Specifically, this study aims to answer the grand tour question:

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1. What are the lived experiences and coping mechanisms of teachers

handling out-of-field subjects in Lagao National High School?

Scope and Delimitation

This study focuses on the unveiling of the complexities, experiences, and

coping mechanisms of secondary English teachers handling out-of-field subjects

in Lagao National High School. Out-of-field teaching entails teachers teaching

outside their field of qualification.

This study is limited to teachers who are teaching in aforementioned

public school who have at least three years of experience in handling out-of-field

subjects.

Significance of the Study

The results of this study is beneficial to the following:

Teachers. This study will help teachers gain deeper understanding of the

different experiences of teachers handling subjects out of their qualifications.

Moreover, this will also give future teacher who will be asked to teach subjects

out of their field on the different strategies and coping mechanisms in dealing that

emerging unpredicted situation.

Future Teachers. This study will provide future teachers a teaspoon of

what a teaching world is. This will guide them in different strategies and coping

mechanisms in dealing a mismatched subject area assignment.

Administrators. This study will help the administrators of all schools to be

enlightened about the emerging problems of the mismatched subjects on their

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teachers which will lead to the compromised quality education. This study will

also guide them about the indispensability of considering and assigning subjects

which are under the parameter of the teacher’s qualifications and trainings.

Definition of Terms

For a fuller understanding of this study, the following terms are defined

conceptually and operationally:

Experience – Given (2008) defines experience as the research subject’s human

experiences, choices, and options and how those factors influence one’s

perception of knowledge. In this study, experience is defined as the teachers’

human experiences on handling a mismatched assignment of subject area, their

knowledge, perceptions and strategies.

Coping Mechanism – According to Lazarus & Folkman (as cited by Sincero,

2012), coping is scientifically defined as the sum of cognitive and behavioral

efforts, which are constantly changing, that aim to handle particular demands,

whether internal or external, that are viewed as taxing or demanding. In this

study, coping mechanism refers to an activity or strategy that the teacher seeks

and applies solutions to stressful situations or problems that emerge because of

their stressor which is subject assignment mismatched.

Quality Education – Slade (2017) defines quality education as one that focuses

on the whole child – the social, emotional, mental, physical, and cognitive

development of each student regardless of gender, race, ethnicity,

socioeconomic status, or geographic location. It prepares the child for life, not
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just for testing. In this study, quality education is defined as one that is

pedagogically and developmentally sound and educates the student in becoming

an active and productive members of society.

Out-Of-Field Teaching – Du Plessis (2019) defines out-field-teaching as

“qualified teachers, (often highly qualified), assigned to teach subject fields or

year levels for which teachers do not have appropriate or suitable qualifications

which include content knowledge and pedagogical content knowledge or

teaching expertise. In this study, out-of-field teaching refers to teachers who are

handling a subject or particular subjects which are not under their specialized

bachelor’s degree.
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Chapter II

REVIEW OF THE RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies which

provides deeper comprehension on the lived experiences and coping

mechanisms of teachers handling out-of-field subjects.

Related Literature

Theoretical Framework

According to the study of Zhou (2012) entitled Out-of-Field Teaching: A

Gross National Study On Teacher Labor Market and Teacher Quality, out-of-field

teaching is first discussed within the context of the United States. Though this

phenomenon has existed in American classrooms for at least fifty years, it was

only recently that out-of-field teaching has become a policy issue. Not too long

ago, the requirement for a person to become a teacher was just having the basic

ability in reading and writing. Traditionally, some people believe that “pedagogical

or methodological knowledge – is of primary importance to be qualified. . . in-

depth knowledge of a subject is less important than in-depth skill at teaching”

(Ingersoll, 2003, p. 10). Though the demand for teachers to have a good

understanding of subject matter knowledge came in the 19th century, not many

states required teachers to have subject matter knowledge beyond the

secondary school level (Sedlak, 2008). In the post-WWII era, more states started

to mandate a minimum of a four-year-college degree for new teachers. This

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movement aimed at professionalizing the teaching profession in reaction to a

widely circulated claim

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Figure 1. Theoretical Framework

that American teachers lacked basic content knowledge for the subjects

they were teaching (Youngs & Grogan, 2010).

Effects of Out-Of-Field Teaching on Student Achievement

Out-of-field teaching is a long overdue policy issue. It has been

unaddressed since then. This out-of-field can be considered as a very alarming

policy issue because students’ achievement is at stake and their educational

learning experience will have a tendency to be compromised.

Based on the study conduct by Ziegler & Richter (2017) entitled Effects of

Out-of-Field Teaching on Student Achievement, it was reported that International

and national studies have shown that of out-of-field teaching is negatively related

to student achievement. However, out-of-field teachers are more likely to teach

socially disadvantaged students. Therefore, it seems likely that studies have

overestimated the influence of out-of-field teaching on student achievement.

Using data of the German state-comparison test IQB-Ländervergleich 2011 of

the Institute for Educational Quality Improvement, we examine if the class

composition can explain the negative relationship between class composition and

student achievement. The sample includes more than 22,000 German

elementary school students from grade 4 and their teachers.

Results show that classes with and without out-of-field teacher differ with

respect to the proportion of students with immigration background and the

average level of cognitive skills. After controlling for these differences in a

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multilevel model, the influence of out-of-field teaching decreases. Interpretations

and implications are discussed.

Out-of-Field Teaching Performance

Teaching is a complex job. It entails rigid practice, training, and

qualifications in order to impart meaningful educational experiences to the

learners. Amidst this ideals, out-of-field teaching has been one of the major

issues that world is facing right now. On the study conducted by Schueler, et al.

(2015) entitled Characteristics of out-of-field teaching: Teacher beliefs and

competencies where results have been found out that being out-of-field entails a

considerable knowledge gaps. To add, out-of-field teachers seem less qualified

regarding CK (content knowledge) and PCK (pedagogical content knowledge) in

mathematics than teachers who are trained to teach a certain subject. It is true in

the saying that one cannot give something that one does not have. It is also true

in teaching that one must be trained enough to fill in these knowledge gaps.

Teaching is not just about teaching the content itself. It is a considerable

arrangement and planning of selecting appropriate learning activities, giving

helpful explanations, asking productive questions, and evaluating students’

learning. These tasks all depend on the teacher’s understanding of what it is that

students are to learn. Research has shown that teachers are expected to have a
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thorough understanding of the subjects they teach as one of the determining key

attributes of highly effective teachers (Weldon, 2016).

Furthermore, on the study of Andueza, et al. (2018) entitled Out-of-Field

Teaching of English Major Education Graduates: A Phenomenological Study, it

was found out that the reason why teachers opted to accept subjects which are

not aligned in their field are because they responded to a need in a particular

school, willing to teach subjects aside from English and other personal reasons

such as urgent hiring and being skillful in the assigned subject area. In the same

study, the challenges that emerged pertain to the knowledge of the content and

pedagogy of teaching the assigned out-of-field subject.

Furthermore, Weldon (2016) showed a figure in his book entitled Out-of-

field teaching in Australian secondary schools that about 86 per cent of

secondary teachers teach Years 7–10 and about 69 per cent teach Years 11–12.

It also shows that of those teaching Years 7–10, 26 per cent are teaching out-of-

field at least some of the time and 18 per cent have five years’ experience or less

teaching in the subject. His shown data suggested that one way of improving the

retention of early career teachers in secondary schools would be to ensure that

they are not required to teach outside their subject areas for at least the first two

years of their teaching career.

It was reported on the article written by Du Plessis (2019) that research

evidence shows 20 to 24 per cent of teachers in Western Australia work outside

their field of qualification and 25 to 30 per cent of teachers in Victoria feel

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unqualified for their teaching position. Data from the Staff in Australia’s Schools

(SiAS) commissioned by the Australian government, based on research during

2006–07, 2010 and 2013, offers more evidence of the frequency of the out-of-

field teaching phenomenon in Australia.

An Australian Council for Educational Research policy insights report says 21 per

cent of mathematics teachers, 40 per cent of geography teachers, approximately

15 per cent of English and language teachers, and 21 per cent of teachers on

average teach students in Years 7-10 while assigned outside their field of

qualifications.

Out-of-field teaching practices affect interdisciplinary quality improvement

efforts across the board in primary and secondary schools. The problem is

evident in Queensland where the former minister for education, Kate Jones’s,

suggested recruiting talented mathematics and science teachers to Queensland

from other countries.

The number of school students in Australia will increase by 26 per cent by

2022 yet student enrolments in teaching courses are decreasing, which is likely

to exacerbate out-of-field placements. The problem will only get worse for

students, teachers, parents and school leaders if government do not act on

finding a solution to effectively manage this phenomenon (Du Plessis, 2019).

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Teaching is a complex job. Not only should teachers be adept in handling

challenging students but they should also be skilled in adapting to the ever-

changing curriculum in their field of specialization. In a country where ESL

learning is prevalent, it is important to know the reason constituting this

phenomenon on Out-of-Field Teaching.

Another study was conducted by Famenorag (2018) where the study

explored the reasons why English Education Graduates (EEGs) teach outside

their field of specialization and the challenges they encountered in teaching other

fields. Six English Education graduates with at least three years experiences in

teaching another subject in either a private or public school. The interview results

revealed that the reasons identified by EEGs teaching outside their field of

specialization are: responding to a need in a particular school, EEGs willingness

to teach subjects aside from English and other personal reasons such as urgent

hiring and being skillful in the assigned subject area. The challenges

encountered by EEGs teaching other fields pertain to the content and pedagogy

of teaching the assigned out-of-field subject. In order to address these

challenges, EEGs ought to stick to their major only. On the other hand,

administrators should be objective in assigning teaching loads to teachers based

on their teaching qualifications.

These claims were also affirmed based on the study conducted by Toring

(2017) where his study focused on the extent and experiences of teachers who

are assigned to teach social studies but are not licensed in it and conversely

those licensed but are assigned to teach outside the field of social studies. It also
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sought to discuss the perceptions of some school administrators on the factors

that lead to the occurrence of the phenomenon. The results revealed that 37% of

the teachers assigned to teach social studies is teaching out of their field of

specialization. Interviews also show a consensus in identifying under-loading of

teachers, lack of resources, and the lack of coordination between the HEIs and

DepEd as main factors to out-of-field teaching in the city.

It also suggests that out-of-field teachers experience a certain degree of

emotional and physical stress and difficulty in understanding certain contents and

practical concepts. These are reflected on their instructional practices that

include the reliance on textbooks and the use of survival strategies such as

lectures, group reports, and video presentations. This situation can be partly

attributed to and/or is further exacerbated by onerous number of subject

preparations and the unavailability of adequate instructional resources.

Furthermore, the findings of the study imply the need for higher education

institutions to conduct constant assessment of actual demand for teachers

among the schools in the division. Regular training programs for out-of-field

teachers aided by the production of adequate instructional resources are also

necessary. Lastly, a review on the policy concerning the daily number of teaching

loads of the teachers is deemed necessary to minimize the extent and magnitude

of out-of-field teaching (Toring, 2017).

Teaching Difficulty: Now and Tomorrow

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Students’ futures and their passion for certain subjects depend on their

access to expert teachers who can bring these subjects to life. Research has

shown that students, especially in Years 11 and 12, shy away from subjects

when they perceive that the teacher lacks subject specific competencies or

struggles to control the class (Du Plessis, 2019).

Current global concerns about the quality of teacher education focus on

the quality of initial teacher education (ITE), often overlooking beginning

teachers’ workforce placements. Assigning beginning teachers to out-of-field

positions impacts their preparedness for the workplace and hampers the

development of their professional identities and affects their perceptions about

the teaching profession.

Out-Of-Field Teaching Can Be Strategically Managed

According to an article written by Du Plessis (2019), research

demonstrates out-of-field teaching success stories, in which school leaders are

aware of the impact that their pedagogical accountability and pedagogical

thoughtfulness have on the teaching and learning space. These school leaders

showed a clear context-conscious understanding of what the out-of-field teaching

phenomenon means for teachers in these positions and quality education

A school principal in the Australian independent school sector explained

the leadership team follows a philosophy of “growing people,” adding that “we all

jumped in when we saw the [out-of-field beginning] teacher was struggling.”

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Leaders concerned about out-of-field teachers’ and their students’ wellbeing try

to stay informed about what happens inside these classrooms while focusing on

specific needs of teachers and students.

Out-of-field teaching practices are ongoing at the global level and it is

certainly a problem here in Australia in metropolitan and remote schools.

However, it is possible to address and confront some of the complex challenges

for teachers and students when people share information on out-of-field teaching:

the strategies, decisions, policies and actions people are undertaking to minimize

the effect the phenomenon has on our students and teachers.

Mismatched Subjects

According to the study conducted by Bayani & Guhao (2018) entitled ‘Out-

of-field Teaching: Experiences of Non-Filipino Majors’, the purpose of the study

was to describe the experiences of non-Filipino majors on out-of-field teaching.

The study revealed that out-of-field teaching is present among all schools. The

findings revealed that out-of-field teachers had diverse experiences such as:

compliance and submission, lack of aptitude for the language, lack of

administrative and logistics support, inability to muster enthusiasm and establish

rapport, and frustration and insecurity. Furthermore, in order to cope with the

challenges posed by out-of-field teaching, the participants employed different

mechanisms: being resourceful and creative, being diligent and conscientious,

making instruction stimulating for students, and being calm and collected. It was

found out that proper teacher placement is essential to counter problems with
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out-of-field teaching. Student learning can be seriously compromised with out-of-

field teaching. However, teaching the subject out of expertise broadened the

horizon of teachers. When assigned to teach in a school, teachers have a calling

to be flexible and versatile.

Chapter III

METHODOLOGY

This chapter presents research design, locale and participants of the

study, research instrument, data gathering procedure and data analysis.

Research Design

This study will use a qualitative descriptive-phenomenological research

design to unveil the teachers’ lived experiences surrounding out-of-field teaching.

This study will also aim to find out the different coping mechanisms or strategies

of teachers in dealing a mismatched assignment of subject area. Wirihana, L. et

al. (2016) posited that Phenomenological research design enables researchers

to put aside their perceptions of a phenomenon and give meaning to a

participant’s experiences. In addition, exploring the experiences of others

enables previously unavailable insights to be discovered.

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EFFECTIVE EDUCATION: LIVED EXPERIENCES

AND COPING MECHANISMS OF SECONDARY
TEACHERS HANDLING OUT-OF-FIELD
SUBJECTS

Methodology

Research Design

Descriptive-
Phenomenological

Experiences and Research Locale

Coping Mechanisms
of Teachers Lagao National High
School, General Santos
City

Participants of the Study

Junior High School

English Teachers

Research Instrument

Self-made Interview Guide

Data Analysis

Colaizzi’s Method of
Data Analysis
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Locale of the Study

This study will be conducted at Lagao National High School. Lagao

National High School (Main) is a public secondary educational institution located

at San Isidro, General Santos, South Cotabato. The school was established to

cater to students in San Isidro by providing quality and affordable education.

The school currently is implementing a K to 12 basic education program

offering both junior and senior high school in accordance with the resolution that

was ordered by the Department of Education (DepEd). It has STEM strand, ABM

strand, HumSS strand under the Academic track as well as Technical Vocational

Livelihood (TVL) track which equips students with technical skills for its senior

high school program.

Participants of the Study

The participants of the study will be the Junior High School English

teachers of Lagao National High School who are handling out-of-field subject

areas. In order to determine the participants of the study, the researcher will use

a purposive sampling through a pre-survey. In the conduct of pre-survey, the

inclusion criteria will be considered:

1. The teacher must be a licensed professional teacher and a registered

teacher of Lagao National High School.

2. He or she must have at least three years in service or experience in

handling subjects out of their field or qualifications.

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3. He or she is willing to sign the consent form for a face-to-face interview;

and

4. He or she is willing to permit the researcher to tape his or her responses.

Research Instrument

The researcher will use a self-constructed interview guide for an in-depth

interview with the participants. This interview guide will be checked by the two

experts in qualitative descriptive and a grammarian to ensure that the instrument

will serve its purpose. In addition, a semi-structured interview will be employed in

which probing questions will be asked depending on the responses of the

participants. Furthermore, the interview guide will ask about teachers’

experiences and coping mechanisms in handling and dealing subjects out of their

field of specialization. An audio recorder, with the consent of the interviewee, will

be used to obtain the necessary responses. The instrument will be appended on

the Appendix.

Data Analysis

In order to analyze and interpret the gathered data, this study will use

Colaizzi’s Method of Data Analysis. According to Wirihana, et al. (2016),

Colaizzi’s method of data analysis is rigorous and robust, and therefore a

qualitative method that ensures the credibility and reliability of its results. In this

study, Colaizzi’s seven steps of data analysis will be applied. emergent themes

and interwoven relationships will be determined from the gathered data.

Colaizzi's Seven Steps of Data Analysis

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1. Informants' descriptions of the experiences are read in order to acquire a

sense of the whole.

2. After that, significant statements are extracted.

3. Meanings are formulated from the significant statements.

4. Formulated meanings are organized into themes.

5. Themes are integrated into an exhaustive description.

6. The essential structure of the phenomenon is formulated.

7. Finally, for validation, the informants will evaluate the result of the

analysis, if it means the same as their original experiences were.

Data Gathering Procedure

To gather the necessary data, the researcher will compose consent letters

with affixed signatures of the Principal of Lagao National High School noted by

the research adviser asking a permission to conduct the study.

In order to determine the participants of the study, purposive sampling will

be employed through conducting a pre-survey. A pre-survey will ensure that

teachers who will undergo interview qualify on the given inclusion criteria. After

determining the participants of the study, the researcher will set an appointment

on when and where will the interview be conducted.

In obtaining the necessary responses, a semi-structured interview will be

employed using a self-constructed interview guide which will allow the researcher

to probe questions to the participants in digging deeper about their experiences

of handling out-of-field subject area. An audio recorder, with the consent of the
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interviewee, will be used. The researchers will transcribe the responses of the

participants.

The researcher will use Colaizzi’s method of data analysis in analyzing

and interpreting the gathered data. From the transcribed responses, the

researcher will extract significant statements. After the extraction, the researcher

will saturate responses that give the same viewpoints. Then, the saturated ideas

will be analyzed and convened together for the formulation of concepts regarding

teachers’ experiences and coping mechanisms in handling out-of-field subjects.

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