Square Peg in a Round Hole: Stories of The Non-English Major Teachers Teaching English Subjects

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue XI, November 2021 | ISSN 2454–6186

Square Peg in a Round Hole: Stories of The Non-English Major Teachers Teaching English Subjects

Norhan C. Jalmaani
Division of Davao de Oro – Mabini National High School, Philippines

Abstract: The purpose of this phenomenological inquiry is to describe the lived experiences of the non-English major teachers teaching English subjects. In-depth interview and focused group discussion were employed in the study in data collection. Findings revealed that out-of-field teachers experience difficulties and burden while in the situation. To cope with the phenomenon, participants reported to use different mechanisms which include keeping a positive attitude and making efforts in self-improvement. In terms of the insights of the participants towards out-of-field teaching, three themes were generated involving seeing it as a positive experience, a challenging experience, and a human resource problem. Based on the generated themes, it is implied that the role of the school heads and administrators is of much importance in the welfare of the teachers. The number one goal of the school heads is to minimize, as much as possible, the instances of out-of-field teaching in the school. Should it be inevitable, the school heads must provide these teachers with the necessary support they needed to perform well in the subject loads assigned to them.

Keywords: educational management, out-of-field teaching, non-English major, lived experience, human resource

I. INTRODUCTION

Rationale

It has been generally regarded that the quality of teachers reflects the quality of students they produce. This means that if the students are expected to be highly proficient in a specific learning area, the teachers have to be three steps advanced from their students. As most of the research would say, a qualified teacher, one with formal training, license, certificate, major or minor, or bachelor’s degree in the subject matter, gives a positive impact on the academic success of the students in a specific discipline (Clotfelter, Ladd, & Vigdor, 2007; Rockoff, 2004; Sparks, 2005 as cited by Olmos, 2010).

However, as the demand for qualified teachers rises, the supply decreases in number. This has caused a shortage of qualified teachers to teach the core subjects in K-12 education. Consequently, various schools have resolved this issue with Out-of-Field Teaching, wherein teachers teach subject matters outside their field of expertise (Olmos, 2010).

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