CHAPTER 1
INTRODUCTION
BACKGROUND OF THE STUDY
In 1994, the Department of Education released an order otherwise known as the
Guidelines for Matching Specialization in Teaching Preparation with Teaching Assignments for
Public School Teachers…….
On the other hand, with the implementation of the K-12 curriculum, the Department of
Education also released DO 14, s. 2014 or the Hiring Guidelines for Teacher I Positions which is
for implementation effective SY 2014-2015….
The qualifications of teachers, such as their education, training, and preparation provide
useful information on the quality of teaching that students receive…….
However, although with the promising objective of ensuring qualified teachers in every
classroom, there are problems that are least focused and understood, especially in regard to the
sources of the problem…..
Nevertheless, the argument about the importance of preparation and education in subject
knowledge is particularly focused in the secondary school level than in elementary level. …….
In the global context …
In the Philippines…
The significance of exploring this issue is since the real source of out-of-field teaching
lies not in the amount of education teachers have, but in the lack of fit between teachers' fields of
training and their teaching assignments. Many studies have been made in out-of-field teaching as
a phenomenon whereas minimal studies have been made with regards to its effect on the teacher
(Plessis, 2013). -- Sample of RESEARCH GAP
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STATEMENT OF THE PROBLEM
This study was designed to explore the challenges, coping and support mechanisms of out-of-
field teaching in the public junior high schools of District 1, Davao City. Specifically, this study
answered the following questions:
1. What is the profile of out-of-field teacher in District 1, Davao City in terms of
a. Age;
b. Sex;
c. Baccalaureate Degree;
d. Graduate and Post-graduate Degree;
e. Trainings attended?
2. What are the challenges in teaching experienced by out-of-field teachers?
3. What are the coping mechanisms to address the challenges of out-of-field teachers?
4. What are the support mechanisms received by out-of-field teachers?
SIGNIFICANCE OF THE STUDY
DepEd Administrators – This study aims to develop their awareness and recognition on
the prevalence of out-of-field teaching. The results of this study will give input to the
Department of Education in terms of challenges, coping and mechanisms of out-of-field teachers.
Out-of-Field Teachers – The findings of this study would benefit the out-of-field
teachers in knowing the possible coping strategies and support system.
Researchers – This study would provide additional knowledge of the present reality in
the educational system in the city to better understand and prepare for the possibility of out-of-
field teaching.
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Future researchers – This study would also serve as a guide for future researchers
having the same research topic. This can be used as a relevant study that would support their
research and help enhance their study with concrete basis in out-of-field-teaching to expand their
ideas in covering other concepts
Readers – The readers of this research will acquire data on the present reality of the
challenges, coping and support mechanisms of out-of-field teachers in District 1, Davao City to
be able to respond appropriately.
SCOPE AND DELIMITATIONS
This study is conducted in the 10 public junior high schools in District 1, Davao City.
This study only included the public junior high school teachers in District 1, Davao City who
have been teaching the out-of-field subject for less than five (5) years in the academic year 2016-
2017. The pre-survey instrument that was used in this study was a researcher made questionnaire
which served as the basis in determining in-field or out-of-field public junior high school
teachers. (APPENDIX A)
A maximum of 2 participants were selected from each school for the interview of the
challenges, coping and support mechanisms as an out-of-field teacher. A total of 16 participants
were interviewed.
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OPERATIONAL DEFINITION OF TERMS
The following terms are defined as they will be used in the study:
Out-of-Field Teaching – refers to teaching by teachers assigned to teach subjects which do not
match their training or qualifications profile.
Out-of-field Teachers – refers to the teachers who are assigned to teach subjects which do not
match their training or qualifications profile.
Teacher’s Qualifications Profile – refers to the baccalaureate degree, graduate and post-
graduate degree and training attended.
Baccalaureate Degree – this refers to the college degree earned.
Graduate degree – refers to the master’s degree earned after college.
Post-graduate Degree – refers to the doctorate degree earned after graduate degree.
Broad category – as adapted from Ingersoll (2002), this refers to a category of a field of subject
in accordance to the curriculum like math, science, english and social studies.
Narrow Category – as adapted from Ingersoll (2002), this refers to a category of a field which is
the division of subfield or by discipline, e.g. science – general science, biology, chemistry, etc.
Challenges – refer to the teaching difficulties and problems experienced by the out-of-field
teacher.
Coping Mechanisms – is defined as the ways and strategies used by the out-of-field teacher in
dealing with the challenges.
Support Mechanisms – refer to the assistance and help received by out-of-field teachers from
administrators, co-teachers, DepEd, family members, friends, colleagues.