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From novice to navigator: a phenomenological exploration of cut-of-field English teachers in secondary public schools in Parañaque City/ Roselle C. Paimalan, Angela C. Dy, Jimmy M. Herrera, & Trinity Mae C. Javier.

By: Contributor(s): Material type: TextPublication details: Parañaque City: Olivarez College, 2025.Subject(s): DDC classification:
  • T 370 2025 0097
Dissertation note: Undergraduate thesis Summary: Out-of-field teaching remains a persistent challenge in the Philippine educational system, with notable implication for student learning outcome; however limited research has explored the lived experiences of out-of-field teachers. This phenomenological study examined the experiences of three English teachers assigned to teach out of field in secondary public school in Paranaque City through in-depth interviews. Thematic analysis revealed five key themes: apprehension to acceptance, challenges in English as a medium of instruction,prior experiences and background, adapting to initial challenges,and personal sacrifice and growth. Teachers faced significant challenges,including limited content mastery, inadequate pedagogical strategies, insufficient resources, and foundational skill gaps among students. Despite these, support from the school leaders and colleagues played a crucial role in their adjustment. Based on these findings, a professional development support program was proposed, contributing to the limited literature on out-of-field teaching and offering practical implications for addressing this issue in the local educational context.
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Theses/Dissertation General Reference And Serial Section Olivarez College Learning Resource Center T 370 2025 0097 (Browse shelf) Available

Undergraduate thesis

Out-of-field teaching remains a persistent challenge in the Philippine educational system, with notable implication for student learning outcome; however limited research has explored the lived experiences of out-of-field teachers. This phenomenological study examined the experiences of three English teachers assigned to teach out of field in secondary public school in Paranaque City through in-depth interviews. Thematic analysis revealed five key themes: apprehension to acceptance, challenges in English as a medium of instruction,prior experiences and background, adapting to initial challenges,and personal sacrifice and growth. Teachers faced significant challenges,including limited content mastery, inadequate pedagogical strategies, insufficient resources, and foundational skill gaps among students. Despite these, support from the school leaders and colleagues played a crucial role in their adjustment. Based on these findings, a professional development support program was proposed, contributing to the limited literature on out-of-field teaching and offering practical implications for addressing this issue in the local educational context.

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