2022 IJRSE – Volume 11 Issue 14
Special IJRSE Luminary Issue
Available Online: 20 October 2022
Author/s:
Roxas, Richard
San Celestino Integrated National High School, Philippines (richard.roxas003@deped.gov.ph)
Abstract:
The purpose of this study was to describe and analyze the lived experiences of teachers teaching subjects outside their specialization at San Celestino and San Isidro Integrated National High Schools. This study was conducted using a qualitative research design with a thematic approach. The study included 26 senior and junior high school teachers who were all chosen using a population sampling technique. The data for this study was gathered through an in-depth, face-to-face semi-structured interview, group discussion, and creative self-expressive storytelling activities. The research found out that teachers encountered difficulties in handling subjects that are out-of-their expertise in terms of lesson planning, preparing activities and mastering the subjects so that they can provide the learning the students should receive. The participants that they utilize coping mechanisms such employing the aid of ICT like YouTube videos, role playing, board works, and class reporting.
Keywords: non-major, out-of-field teaching, learning difficulties, coping mechanisms, non-major
DOI: https://doi.org/10.5861/ijrse.2022.b017
Cite this article:
Roxas, R. (2022). Being out-of-field: A phenomenological research on the lives of teachers teaching non-major. International Journal of Research Studies in Education, 11(14), 49-57. https://doi.org/10.5861/ijrse.2022.b017