OUT-OF-FIELD TEACHING: EXPERIENCES OF NON-BEED GRADUATES

EDUCATION

The primary objective of this study is to explore the lived experiences, challenges, coping mechanism, insights and suggestions of non-BEED teachers assigned to teach in elementary department. This phenomenological research study was conducted at Assumption College of Nabunturan, Davao de Oro where 8 non-BEED teachers were selected through purposive sampling and undergone face-to-face in-depth interview. Thematic coding was conducted to analyze the responses of non-BEED teachers regarding their experiences in teaching the elementary department. The findings of the study revealed that teachers were assigned to teach in elementary department is due to the shortage of elementary teachers, having the potential to teach elementary students, and no other vacancy. Out-of-field teachers experienced difficulty in delivering lessons, lack of subject-related knowledge, employing appropriate strategies for the students’ age and grade level and managing children’s behavior. To cope with the challenges, out-of-field teachers collaborates with experienced teachers, studies and prepares lesson in advance and becoming flexible through watching videos and observing the students to create appropriate strategies. Lastly, teachers suggested to school administrators to hire suitable teacher, strengthen future educators’ knowledge, and conduct on-going professional development for teachers assigned to teach outside of their specialization such as exposure, workshops and seminars. Hence, it was concluded to hire qualified teachers for the position. As a recommendation, if out-of-field teaching cannot be prevented, on-going support from the school administrator and out-of-field teachers should have an opportunity to access continuous personal and professional development such as trainings, seminars and motivate to enroll and study in skill-related programs.

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