Assessment on the Effectiveness

of Teaching Non-Major Subjects

of
Teachers in Pigcawaran High
School
 
Rationale/ Background of the Research:
 
Teaching is a beautiful job that comes with so much
responsibility and duty towards students. Teachers
inspire and motivate students to take significant life
steps in addition to imparting knowledge and preparing
them for the future. It is a specialized use of information,
abilities, and qualities intended to offer exceptional
service to meet the demands of the person and society.
Using information in a specific way to suit the
requirements of both students and society is what it
means to teach.
• Teachers in high school impart their specific
knowledge in accordance with their specialization in
college. They are expected to teach the subjects with
which they are most familiar and skilled. However, in
the real world, teachers are forced to teach things
outside of their area of expertise. To ensure high-
quality education, you need qualified teachers. The
key to increasing student accomplishment is having
qualified teachers in every classroom.
• Teachers should have access to the greatest tools,
including subject-specific knowledge, teaching
strategies, and skills. On how well the students
succeed, a lot depends on the teacher's caliber. Aside
from being knowledgeable in the things they teach,
effective instructors typically hold degrees in that
particular fields. The key to increasing student
accomplishment is having qualified teachers in every
classroom.
• However, there is a lot of discussion over teacher quality in
education like teaching subjects outside of their areas of
expertise and giving students the wrong tasks at elementary,
high school, and tertiary levels issues that have drawn
attention. It is a vital issue because if highly qualified teachers
are given subjects for which they lack training or expertise,
they may actually become extremely unqualified. On how well
the kids succeed, a lot depends on the teacher's caliber. Aside
from being knowledgeable in the things they teach, effective
instructors typically hold degrees in that particular fields. The
key to increasing student accomplishment is having qualified
teachers in every classroom.
• Senior high school teachers are also impacted by the apparent issue that there
aren't enough qualified teachers to instruct the offered subjects. This prompted the
researcher to look into the actual experiences of high school instructors at
Pigcawaran High School who are educating students in disciplines outside of their
areas of competence. This study's participants' living experiences, challenges, and
instructional strategies will be investigated. The results of this study are helpful for
management, supervision, and instruction strategies and policies.
• Research Questions:
• What are the fields of specialization and the non-major
subjects taught by the respondents?
• What are the circumstances, preparations, motivating
factors that lead them to teach subject outside of their
specialization?
• What are the challenges and difficulties of teachers
teaching non-major subjects?
• What are the teaching strategies, coping mechanisms and
implications of teaching subject outside specialization?
• Theoretical Framework
• 
• This study draws on the hermeneutic phenomenological philosophy of Gadamer (1975,
1976) and the social constructivist theory of Vygotsky (1978), in order to establish a
broader context from which an in-depth understanding of the "real-life" experiences of
teaching subjects outside of specialization is analyzed. Gadamer's (1975, 1976)
hermeneutic philosophy supports a wider understanding of the importance of teaching
subjects outside of the discipline as well as the complexity of life experiences.
Teachers now have the tools to understand in-depth the significance and essence of
their experiences instructing students in subjects outside of their areas of expertise as
well as the learning environment thanks to Vygotsky's zone of proximal development
(ZPD) and more knowledgeable other (MKO) theories, which were both developed in
1978. Constructivism, a philosophy whose basic tenet is that "people construct their
meaning of life-based on reality," also draws concepts from its complexity and taking-
for-granted experiences of Senior High School Science teachers teaching areas outside
of specialty. Constructivists view reality as a socially constructed form of reality.
Constructivism is a school of thought whose central thesis is that "people construct
their meaning of life on the basis of reality." Constructivists view reality as a socially
constructed form of reality. Senior High School Science teachers who teach subjects
unrelated to their areas of expertise occasionally borrow ideas from constructivism.
• Teachers of High School who teach courses unrelated to their areas of
specialization occasionally adopt constructivism, a school of thought
whose core tenet is that "people construct their meaning of life on the
basis of facts."
• Experiential learning of Kolb’s connects the worker to the position. It
implies a critical understanding of whether a job is a good fit or not, as
well as understanding how different person-work relationships affect
output or satisfaction. The foundation of this Experiential Learning
Theory (ELT) is the believes that people are adaptable and can learn new
abilities. The ability of teachers to adjust to the difficulties and
challenges of teaching subjects outside of their areas of competence
helps to lessen the issue. Effective instruction requires a dynamic fit
between the teacher and the position. Hobbs asserts that both
inexperienced and seasoned educators run into positive, unfavorable,
and challenging educational circumstances outside of their areas of
expertise. It hasn't gotten much consideration or comprehension.
Although it spread and is still in use, those who experienced issues as a
result experience misalignment, lack of confidence, and embarrassment.
• A multitude of circumstances, such as a teacher shortage, subject
misalignment, teacher attrition, hiring standards, and staffing
management, led teachers to teach outside of their areas of expertise.
The lack of teacher recruitment and retention in the workforce is
demonstrated by data from research on supply and demand. Because of
this, more instructors are quitting their jobs and working in non-
specialty fields. Instead of just the teachers' scarcity, the school's
execution of hiring, staffing, and planning is to blame for the out-of-
synch topic assignment. More teachers were prompted to teach outside
of their subject areas due to a lack of trained educators, undermining a
common practice without the required response or mitigation.The
instructors' and their own learning are negatively impacted by teaching
subjects that are outside of their field of expertise. Teachers mentioned
their struggles with controlling student motivation, concerns about
selecting the most effective teaching strategies, a lack of background
knowledge, and a lack of assistance when tackling an unfamiliar job.
• A multitude of circumstances, such as a teacher shortage, subject
misalignment, teacher attrition, hiring standards, and staffing management,
led teachers to teach outside of their areas of expertise. The lack of teacher
recruitment and retention in the workforce is demonstrated by data from
research on supply and demand. Because of this, more instructors are
quitting their jobs and working in non-specialty fields. Instead of just the
teachers' scarcity, the school's execution of hiring, staffing, and planning is to
blame for the out-of-synch topic assignment. More teachers were prompted
to teach outside of their subject areas due to a lack of trained educators,
undermining a common practice without the required response or
mitigation.The instructors' and their own learning are negatively impacted by
teaching subjects that are outside of their field of expertise. Teachers
mentioned their struggles with controlling student motivation, concerns
about selecting the most effective teaching strategies, a lack of background
knowledge, and a lack of assistance when tackling an unfamiliar job.
• Complex obstacles came with teaching outside of one's field of
competence, and teachers feel worry and trepidation when handling
this issue. When teaching subjects outside of their areas of expertise,
teachers' lack of confidence can be seen in a variety of ways, including
when creating lesson plans, selecting or coming up with activities and
analogies to answer students' questions, conducting laboratory
experiments, selecting classroom activities, connecting and applying
various concepts and principles to real-world scenarios, and inspiring
students' interest and passion for the subject.
• The pillars upon which instructional strategies and coping mechanisms are
founded are subject matter awareness (SMK), pedagogical content (PCK), and
technological pedagogical content knowledge (TPCK) (TPACK). They are essential
teaching techniques and tactics for dealing with the difficulties and challenges
of teaching subjects that are outside of one's area of expertise. Understanding
how a particular component of subject matter is structured, modified, and
represented for instruction requires pedagogical content knowledge, which
serves as the connecting thread between knowledge and teaching (PCK). The
topic knowledge that deals with the teaching method and strategies is what
teachers mean when they refer to the volume and organization of information
per se. On the other side, pedagogical knowledge describes the method of
teaching or the capability to teach, which is often obtained through educational
curricula and firsthand experience. The sorts of knowledge a teacher requires
for effective technology integration are also described in TPACK. The TPACK
paradigm gives specific attention to the connections between instructors'
subject-matter expertise, pedagogy, and technology that work together to
support effective teaching. Techniques like technology integration and hands-on
ICT tool exploration seem to be more beneficial for the growth of knowledge and
technical pedagogical content knowledge.
• The teacher's attitude toward instructing subjects outside of their
area of expertise is crucial to effective teaching. As instructors
master the art, science, and practice of teaching, different
degrees of skill are created via fieldwork. Academic
accomplishment of pupils and teachers' "enthusiasm,
inventiveness, flexibility, and adaptability" are positively
correlated. For a teacher who wishes to share their enthusiasm for
the topic with the students, being able to improvise and adapt to
new needs and barriers, learn and improve teaching approaches,
and make the material being taught exciting and enjoyable are all
strengths.
• It has an effect on students, instructors, parents, governing bodies, and
school administration. The influence of out-of-field teaching complicates
the educational system. It undermines instruction and superior learning
while increasing demand on school workforce administration. It affects
student achievement and lowers the quality of education. Additionally,
because of the pupils' lack of comprehension, the instructor feels
inadequate and unskilled, lacks cognitive challenge, and fails to engage
them in the material. Teaching outside of one's area of competence might
also hinder a teacher's professional growth. Instructors who are teaching
subjects for which they are unqualified lack training and support. The
government, decision-makers, and management are alerted to this
problem, and they are asked to provide enough money, support, and
guidance to provide teachers with the resources they need to be successful.
It's crucial to recognize the phenomena of teaching beyond one's area of
competence in order to provide pertinent, competent training and high-
quality education.
Conceptual Framework
Fields of specialization
and the non-major
subjects taught

Circumstances,
preparations,
motivating factors
Teaching Non Major
Subjects
Circumstances,
preparations,
motivating factors

Challenges and
difficulties of teachers