International Journal of Research in Engineering, Science and Management 218

Volume 5, Issue 1, January 2022

https://www.ijresm.com | ISSN (Online): 2581-5792

Capacitating Out-of-Field Public Secondary

Teachers in Batangas Province
Philip Adrian Andrin Tenorio*
Head Teacher III, Department of Education, Batangas Province, Philippines

Abstract: The thrust of this study was to identify how out-of- Today’s quality teachers are primarily defined by their
field teachers are supported to meet the demands of their work subject matter knowledge and pedagogy [19]. These factors
assignment with the end view of developing an instructional affect how teachers scaffold content, choose and design
support management program. It utilized the descriptive type of
research. It aimed to determine the extent of manifestation of learning activities and assignments, and use textbooks and other
capacity building mechanisms along the pedagogical content materials for teaching. The teachers’ content knowledge on
knowledge, performance monitoring and evaluation, professional specific learning allows them to provide their students with
development, and personal development. It also considered the authentic learning experiences. It elevates teachers’ comfort
difference of assessments when grouped according to profile level, enriches their teaching experience, and improves
variables. Issues and challenges encountered by out-of-field students’ learning and academic achievement.
teacher were also considered. Researcher constructed
questionnaire was the primary data gathering instrument Recognizing the vitality of teachers in securing quality
complemented by focus group discussion (FGD). The education, the Philippine government has greatly increased the
questionnaire was responded by 234 out-of-field junior high school size of the basic education teacher workforce over the last
teachers in the entire province of Batangas. The descriptive decade. Student-teacher ratios have fallen significantly.
statistical tools used to test the hypothesis posited in this study Between 2011 and 2014, the number of students for every high
were weighted mean, standard deviation, ANOVA, t-test and school teacher fell from 37 to 27.7 [21]. Ideally, these numbers
Scheffe’s test of pair wise comparison. Based on the findings, the
existing capacity building mechanisms in schools lack the should translate into better student learning outcomes.
framework to support the desired changes in out-of-field teachers’ However, the results of the 2018 Programme for International
practice. Issues and challenges occur when the organization fails Student Assessment (PISA) states otherwise. The Philippines
to acknowledge the unique needs of out-of-field teachers. placed last among 79 participating Organization for Economic
Contributory to out-of-field teachers’ overall efficacy are the gains Co-operation and Development countries and near last in
in experience and access to updated firsthand information from science and mathematics [22]. With the PISA results also
further studies, training, and active involvement in professional
learning communities. Based on the findings and conclusions, the reflecting the learners’ performance in the National
researcher developed an instructional support system plan for Achievement Test, the data calls into question whether the
junior high school out-of-field teachers which embodies responsive nation’s classrooms are actually staffed with qualified and
professional and personal development activities to enhance their competent teachers.
instructional capacities and overall efficacy. In terms of hiring teachers, there has been a perennial
disparity between the specialization of the teacher needed and
Keywords: Capacity-building, Monitoring and evaluation,
the number of ranked teachers in the registry of qualified
Pedagogical content knowledge, Professional development, Out-
of-field teaching. applicants. The unavailability of specialized teachers for
specific learning areas has provoked school heads to hire
1. Introduction teachers irrespective of their specialization [9]. Though
specialized teachers may be available in other areas of a schools
The Department of Education (DepEd) recognizes that the
division office, they usually fall short on the intent to go the
success of any education system greatly relies on the
extra mile and work far from their municipality. This
competence of its teachers [16]. As DepEd Secretary Leonor
administrative practice gave birth to out-of-field teachers
Magtolis Briones stressed, the battle for quality basic education
teaching not their field of specialization [14], [15]. In this kind
will be fought and won inside the classroom, by the teachers.
of hiring process, the primary measure of teacher quality is
Through quality teachers, the Philippines can develop holistic
overlooked. While this issue is not illegitimate in the country,
learners who are steeped in values, equipped with 21st century
it remains to be a convenient alternative for school leaders.
skills, and able to propel the country to development and
This phenomenon of out-of-field teaching is alarming since
progress. This is parallel with DepEd’s vision and mission of
highly qualified teachers may become highly unqualified if they
producing Filipinos who can contribute meaningfully to
are assigned to teach subjects for which they have little
building the nation [18].

*Corresponding author: philipadrian.tenorio@deped.gov.ph

P. A. A. Tenorio et al. International Journal of Research in Engineering, Science and Management, VOL. 5, NO. 1, JANUARY 2022 219

background [7]. As highlighted in various studies, out-of-field ventures.

teachers miss two vital features for being good teachers: DepEd also laid school-based capacity building mechanisms
subject-specific content and pedagogical knowledge [14], [15]. which may address the problem. These interventions utilize the
These factors contribute to their capacity of incorporating best school as primary resource to support the teacher development.
practices and strategies to guide their lesson planning and The wide arrays of strategies embedded in these development
delivery. Thus, out-of-field teachers are often characterized as programs include but are not limited to induction programs
underqualified with limited fundamental capability. [20], coaching and mentoring, technical assistance, learning
Out-of-field teachers’ lack of content knowledge on specific action cell (LAC), instructional supervision, and in-service
learning discipline can negatively impact students’ learning trainings. However, the report of Gonong [5] revealed that these
experiences [3], [7]. This includes inability to clarify students’ existing capacity building mechanisms at the school level are
misconceptions, and a failure in responding to their probing not working well. The development opportunities frequently
questions which could lead to authentic learning. It can also fail to meet even the minimum levels of quality. That is why the
result in a disappointment for higher attaining students who need for professional training and learning remains on top of
seek more challenge as well as failure to intervene with the imperatives of teachers.
struggling learners [10], [11]. This scenario highlights an amplified problem for out-of-
In relation to global context, out-of-field teaching is not field teachers. These school-based capacity building
unique to the Philippine education settings alone. This mechanisms were initially designed capitalizing on the
phenomenon was initially discussed within the United States competency the teachers gained during their baccalaureate
education system several decades ago and has since drawn days. Several studies suggest that these programs lack the
international attention. Relative studies which date back from framework to cater out-of-field teachers specific learning and
the 1980s to the present has highlighted its widespread across development needs [3], [14], [15]. Out-of-field teachers offer a
countries [3], [6], [7]. This only shows that Educator leaders unique set of teacher training needs and thus require a different
have, of course, long been aware of the existence of out-of-field and a more content intensive approach. This calls for the need
teaching. But, the absence of dependable data has kept the to reevaluate the intervention programs to better serve its
problem unrecognized. purpose.
In the country, systematic statistical data on out-of-field Schools are unable to promote out-of-field teacher
teachers is also scarce, reflecting the seriousness of the competency and efficacy because of the absence of appropriate
negligence toward the problem [1]. Few educational problems learning facilitators [11], [12]. They pointed out that equally
have received more attention in recent times than the failure to important in any intervention initiatives are competent mentors
ensure that elementary and secondary classrooms are all staffed such as master teachers to facilitate its process. If out-of-field
with qualified teachers [2]. Thus, the phenomenon of out-of- teachers are expected to develop proficiency in learning areas
field teaching deserves new research to understand the scenario and apply them into classroom instructions, no less can be
and arrive at data-driven solutions. expected of their mentors. However, not all schools have these
In cognizance of the phenomenon, DepEd has already laid teaching positions. DepEd uses the number of teachers per
countermeasures. The guidelines embodied in DO 13 s. 1994 learning area as a yardstick to the allotment of the mentioned
were intended to match the specialization in teacher preparation teaching positions. This arrangement presents a complicated
with teaching assignments in public schools. Ideally, it will problem in small schools with limited number of teachers.
minimize the resultant lack of fit between teacher qualifications In view of the mentioned situations, it will be ambitious to
and subject assignments. With it, incoming teachers are assume that out-of-field teachers will turn to be specialists in
encouraged to elect those specializations with greater chances their assigned learning areas without new mandated policies,
of employment. However, most Teacher Education Institutions systems, processes, and guidelines. Improving the quality of
(TEIs) are unable to produce the specialized teachers in the teachers requires coherent and comprehensive policy efforts
respective localities due to their limited capacities to offer the that cover the entire teaching career from the point of career
needed programs making out-of-field teaching phenomenon a preparation in teacher education institutions until they retire [7].
perennial problem in most schools. Out-of-field teaching brings forth major crisis in the
The foremost argument why school heads hire out-of-field country’s basic education system. By being left unchecked, it
teachers is that teacher competency can be developed over time has plagued the education system to the point that a simple
through attendance to trainings or advance studies [15]. realignment of teaching assignment will no longer suffice. It
However, most teachers are unable to do so for several reasons. has become a complex problem that needs to be addressed on
Lucky [8] highlighted that teachers lack the time for these several different levels. The logical move is to understand how
professional developments due to accomplishments of school out-of-field teachers are managed and trained once hired. There
related tasks. Also, not all teachers were given opportunities to is a need to analyze which among the existing strategies are
attend training seminars. Teachers additionally pass up work working well and which among these need to be redesigned.
time while attending these. Students will be left unattended. Out-of-field teachers support programs and district-based
Lastly, these development opportunities are often expensive. training courses should be offered [3], [12], [15]. They
Though teacher salary has grown increasingly competent, it is concluded that district-wide capacity building mechanisms
not sufficient to afford them of these professional development remain the most beneficial teacher training programs for their
P. A. A. Tenorio et al. International Journal of Research in Engineering, Science and Management, VOL. 5, NO. 1, JANUARY 2022 220

immediacy and cost-efficiency. The gaps identified in the secondary out-of-the-field teachers of the four school’s division
school-based capacity building mechanisms may be filled in by offices in Batangas, including Division of Lipa City, Division
the resources available in each district. Master teachers of Tanauan City, Division of Batangas City, and Division of
available in other schools may be utilized for the advantage of Batangas Province. The sample size was determined using Rao
out-of-field teachers. In the designing of such program, Soft application at a five percent margin of error and was
research and new data about out-of-field teachers are vital. selected through cluster sampling using proportionate
For these reasons, the researcher, being a Learning and allocation. Data for the study were collected through an online
Development Coordinator, focused his study on the existing questionnaire.
capacity-building mechanisms for out-of-field teachers in the
entire province of Batangas, which includes Batangas City,
Batangas Province, Lipa City, and Tanauan City. Seeing the
issues and challenges met by the out-of-field teachers under the
four Divisions, the researcher is driven to venture on this novel
topic and take a serious look at the factors contributing to the
problem and develop an instructional support management
program. B. Instrumentation
The main instrument utilized by the researcher in gathering
2. Objectives data was a researcher-made survey questionnaire written and
This study focuses on the capacity building mechanisms for presented to the respondents using English as the medium. To
out-of-field teachers in the four Divisions of Batangas Province. strengthen the results from the key instrument, a focus group
Specifically, it aims to achieve the following: discussion was also utilized.
1. Determine the profile of the respondents in terms of: 1) Construction
1.1. Age; To come up with the key instrument, the researcher used
1.2. Sex; various references and sources, visited libraries, and studied
1.3. Major field of specialization; dissertations, books, journals, and other written materials to
1.4. Subject area assigned to; come up with the items about pedagogical content knowledge,
1.5. Number of years in teaching; performance monitoring and evaluation, and professional and
1.6. Highest educational attainment; and personal development.
1.7. Recent Seminars, Training workshops attended 2) Validation
When the questionnaire was formulated, it underwent
2. Determine the extent of manifestation of capacity building
checking, editing, and revising with the help of the author’s
mechanisms along the following dimensions:
dissertation adviser. The members of the panel then validated
2.1 Pedagogical Content Knowledge
the final draft. The questionnaire was further validated by a
2.2 Performance Monitoring and Evaluation
reliability test that proved that the test items were good internal
2.3 Professional Development
consistency and reliability.
2.4 Personal Development
3) Administration
3. Find out the significant differences of the assessment on
Once permission was received to proceed with the study, the
the extent of manifestation of capacity building mechanisms
researcher personally requested the Schools Division
when grouped according to profile variables.
Superintendents of the four divisions to approve the distribution
4. Identify the issues and challenges encountered by out-of-
of the questionnaire through a formal letter.
field teacher.
4) Scoring of Responses
5. Based on the analysis, propose an Instructional Support
Using the scale below, the respondents were asked to rate the
Management Program for out-of-field teachers.
extent of manifestation of capacity-building mechanism along
the dimensions of pedagogical content knowledge, performance
3. Materials and Methods
monitoring and evaluation, professional and personal
This study aimed to propose an instructional support system development, and the issues and challenges encountered by out-
program for out-of-field teachers in the province of Batangas. of-field teachers. To determine the scores, the weight points
To attain this purpose, the researcher utilized the descriptive were categorized into ranges.
method of research. In support of this, Fraenkel, Wallen, &
Hyun [4] defined the descriptive research method as one that Table 2
involves looking into the present situation and describes using
quantitative measurements. This method includes the collection
of data as an attempt to assess conditions to create the norm. It
is a methodology that summarizes the characteristics of
individuals or groups.
A. Sampling Focus group discussion (FGD): To strengthen the data
The respondents involved in this study were 234 public gathered from the questionnaire, a focus group discussion was
P. A. A. Tenorio et al. International Journal of Research in Engineering, Science and Management, VOL. 5, NO. 1, JANUARY 2022 221

conducted utilizing modern technology like google meet since 4. Results and Discussions
there is a pandemic. Twenty out-of-field teachers from Balayan The gathered data from the online survey questionnaire and
National High School and San Piro National High School were focus group discussions were carefully analyzed to propose a
invited and served as participants. These teachers shared their instructional support management program for junior high
ideas based on the agenda prepared by the researcher about the school out-of-field teachers in the entire Province of Batangas
issues and challenges they are experiencing relative to their that is expected to raise awareness and bridge the educational
careers. gap. Moreover, it assessed the extent of manifestation of
C. Data Gathering Procedure capacity-building mechanism along the dimensions of
Securing an endorsement letter from the Schools Division pedagogical content knowledge, performance monitoring, and
evaluation, and professional and personal development. It also
Superintendents of the four divisions seeking for their
identified the significant difference in the extent of
permission to distribute questionnaires to their out-of-field
teachers and school heads was the first step in the data gathering manifestation of capacity-building mechanisms when grouped
procedure followed by the researcher. according to profile variables. Issues and challenges
Since there is a coronavirus pandemic, the researcher could encountered by out-of-field teachers were also identified in this
research endeavor. The study attained the target objectives by
not distribute it personally to the different schools in the entire
province. This situation prompted online questionnaires utilizing the descriptive research method to gather quantitative
through Google forms and distributed utilizing social media and qualitative data. The key findings are presented in this
websites like FB messenger and electronic mail to gather the section.
needed data. The whole data gathering process lasted for three A. Profile of the Respondents
weeks. With the help of a statistician, the data collected were 1) Age
tallied, analyzed, and interpreted following corresponding tools Majority of the respondents are on early adulthood with a
used. limited amount of life experiences and opportunities. The
The qualitative technique was also utilized to enhance the respondents are also spread across varying generations,
findings. The ideas of the teachers shared in the FGD enriched signifying their different values, beliefs, attitudes, and
the needed data. The information shared by the respondents was experiences. Furthermore, the respondents have a certain level
assured to be utilized only in the purpose of accomplishing this of maturity and understanding of the factors in the organization
study. Furthermore, the provisions in the Data Privacy Act were which affect them now as a teacher.
observed in the conduct of the research. 2) Sex
D. Statistical Treatment of Data The female respondents greatly outnumbered the male.
3) Major field of specialization
Statistics is the systematic collection, presentation, analysis,
The data revealed that majority of the respondents are Liberal
and interpretation of quantitative data. In this study, the
arts majors. This was followed by Vocational MAPEH. The
researcher used the following statistical tools to attain the
data signified that all specializations are prone to academic
objectives of this study.
mismatch or out-of-field teaching.
Frequency. This tool was utilized to present the distribution
4) Subject area assigned to
of respondents in terms of the selected profile variables. The data highlighted that despite the overflowing supply of
Percentage. This tool was used to distinguish each variable's Liberal Arts, they are still most prone to out-of-field teaching.
proportion and determine the respondents' profile distribution. This was followed by Vocational MAPEH and Science and
Weighted mean. This tool was used to measure the average Mathematics respectively.
responses of the respondents on the extent of manifestation of 5) Number of years in teaching
capacity building mechanism along selected dimensions and the The data signified that newly hired teachers and those who
issues and challenges encountered by out-of-field teachers are in the first decade of their service are prone to be assigned
Standard deviation. This tool was used to measure of the out-of-field. The data signified that some of the respondents had
dispersion of frequency in every item and utilized in computing accumulated significant years of experience and remained as
ANOVA and t-test. out-of-field teachers. This also shows that most of the
ANOVA. This tool was used to determine the significant respondents still require assistance for them to adjust to the
difference between the extent of manifestation of capacity- profession. A remarkable decline on the number of out-of-field
building mechanism and selected dimensions to three or more teachers was observed as the years in teaching increases.
teachers’ demographic profiles. 6) Highest educational attainment
t-test. This tool was used to determine the significant Majority of the respondents were still on their bachelor’s
difference between the extent of manifestation of capacity- degree. This was associated with limited financial resources and
building mechanism and selected dimensions to two teachers’ lack of time for professional learning. Only few continued
demographic profiles. advanced studies which. These show that the respondents have
Scheffe’s test of pair-wise comparison. After rejecting the yet to embrace concept of continuing professional through
null hypothesis in an analysis of variance, this posthoc test was earning master’s and doctorate degrees.
used to determine which pairs of means are significant.
P. A. A. Tenorio et al. International Journal of Research in Engineering, Science and Management, VOL. 5, NO. 1, JANUARY 2022 222

7) Recent seminars, training workshops attended significant impact on enhancing pedagogy and increasing the
Most of the respondents have been non-active participants of knowledge base of teachers.
related training in their subject area assignment for the past five 2) Performance monitoring and evaluation
years. The data supported that many teachers still lack relevant The respondents assessed the manifestation of capacity-
training to the subject they are teaching. Access to training is building mechanism along with performance monitoring and
limited by the availability of the school’s financial aid. evaluation to moderate extent. Teachers viewed their
performance appraisal system as an average tool for supporting
B. Extent of Manifestation of Capacity Building Mechanism
teachers’ development and effectiveness over time. Moreover,
along the Selected Dimensions
the system moderately assists teachers in redefining their
1) Pedagogical content knowledge strategies and practices.
The data proved that the extent of manifestation of capacity- The review and examination of teacher-prepared documents
building mechanism along pedagogical content knowledge was such as daily lesson log, table of specifications, and teachers’
to a moderate extent. The data implied that there are still gaps IPCRF portfolios were assessed to a great extent. This showed
in the school-based capacity-building mechanisms anchored on that school heads concentrate more on evaluating these
pedagogical content knowledge. Out-of-field teachers lack documents since these will be utilized as means of verifications
training in the subject matter. Thus, they fail to meet the most (MOVs) in the performance cycle evaluation. Also, it places
basic qualification to be a good teacher: content knowledge and less unreasonable burden to both the school head and the
pedagogy. teacher.
In terms of school-based teacher development initiatives, the Findings also on the other aspects of evaluation like quarterly
schools recognize the need for external aid and their lack of conduct classroom observations, pre-observation conference,
workforce to cater the training needs of the teachers. The and collaboration with teachers in setting classroom
utilization of outside-the-school specialists in teacher support observation schedules were assessed to a moderate extent. Out-
programs is a product of the absence of Master Teachers. These of-field teachers find difficulty meeting the professional
schools without Master Teachers need to secure a partnership standards for teachers, most especially on content knowledge
with organizations and individuals who can extend learning and pedagogy. Thus, they are unable to experience success in
opportunities essential to professional development. class observation and draw self-improvement paths from its
Relative to this, teacher and professional learning results.
communities were beneficial but needed refinement related to Furthermore, the data also ascertained the need to utilize
relevance, intent, and planning. These include in-service subject area experts such as Master Teachers to make the
training, organization of Learning Action Cell (LAC) groups evaluation more credible and productive in the long run. Both
according to content areas and learning needs, the conduct of valid and appropriate assessment tools and trained evaluators
LAC sessions to address shared challenges, and facilitation of are crucial in the success and substantiality of the evaluation
focus group discussions (FGD) for sharing of effective teaching process. Out-of-field teachers require subject area expert
practices and strategies. Organizing professional learning evaluators to bring sense to the classroom observations. The
communities which highlight focused conversations, sharing disparity between the school heads and out-of-field teachers
instructional strategies, and committing to common practice specialization limits the substantiality of the discussion of
will assist teachers in strengthening their foundation of evaluation results. This predicament creates a rippling effect on
pedagogical content knowledge. the succeeding performance evaluations.
Findings also show that support and assistance to newly hired 3) Professional development
teachers through induction programs were significant but The respondents assessed the capacity-building mechanism
delivered less satisfactorily. Respondents viewed teacher along with professional development as manifested to a
induction programs as beneficial in enhancing out-of-field moderate extent. Learning and development opportunities for
teachers’ overall capacities and competencies, leading to teachers conducted had little impact on teachers’ practice. The
improving students’ learning outcomes in the long run. deficiency of quality in teacher professional development can
It was also revealed that out-of-field teachers capitalize on be addressed by involving teachers in the planning and
evaluative feedback and self-reflection to improve efficacy. designing of their professional development.
However, the school heads’ coaching and mentoring program The data revealed schools implement professional
lack the framework to support these strengths. The lack of development plan for teachers as assessed to a great extent.
follow-up and substance of mentoring programs result in However, these professional development opportunities offered
teachers’ noncompliance with the requirements and to out-of-field teachers failed to meet certain levels of quality.
recommendations of the school's current mentoring program. Equal to its quality content is its responsiveness to the unique
These factors should be harmonized to build more pronounced learning needs of out-of-field teachers. The teachers need to be
levels of teacher effectiveness. included in professional development planning to ensure that
Lastly, the provision of quality assured lesson exemplars aids their needs are identified and addressed in reference to the
out-of-field teachers in improving self-efficacy. Respondents professional standards.
recognized the effect of utilizing these references in structuring Furthermore, regular technical assistance to identified needs
learning for students. Quality learning materials yields a and mentorship programs utilizing master teachers were also
P. A. A. Tenorio et al. International Journal of Research in Engineering, Science and Management, VOL. 5, NO. 1, JANUARY 2022 223

assessed to a moderate extent. Mentorship programs exemplary personal and moral character, and presentation and
complement the initiatives of the school for professional the manifestation of values that uphold the dignity of the
development. Schools lack capacities to provide structured profession were assessed to a great extent. The findings show
learning experiences in the absence master teachers as mentors. that out-of-field teachers were oriented to be sensitive on how
In terms of teacher learning communities, the data signified they present themselves since it mirrors their professional
the need to foster collaborative learning experiences to address image.
teachers shared challenges. Both LAC and research In addition, great extent was also indicated in the
communities offer equally substantive professional development of effective communication and positive
development which deviates from the traditional trainings and conversations and interactions. Findings suggest that the
lecture procedures. Establishing professional-quality circles school’s capacity-building mechanisms have significantly
will assist teachers in enhancing their overall efficacy. Access impacted the interpersonal relationship skills of teachers. The
to researches allows out-of-field teachers informed decisions on school heads acknowledged that the quality of the educational
difficulties in the profession. process largely depends on the communicative ability of
The data also signified the need to motivate out-of-field teachers.
teachers by providing rewards and incentive systems and career Great extent was also indicated in the employment of
advancement. However, school heads and teachers’ behavior management techniques and utilization of stress
collaborative undertakings lack the context to support career management strategies. These findings highlight the resiliency
advancement in the workplace. Out-of-field teachers find and resolve of teachers in dealing with stress and burnout.
difficulties in satisfying and adhering to the qualifications for Stress correlates with job satisfaction, teachers’ health,
career advancements. classroom effectiveness, and student outcomes
Meanwhile, other areas like subscription of school to Furthermore, the building of confidence in carrying out
published periodicals, journals, and magazines for further responsibilities, cultivation of desire and drive for success, and
growth were also assessed to a moderate extent. Out-of-field expansion of general content knowledge were assessed to a
teachers utilize these materials as references to strategies which great extent. This signified that the school as a learning
they may adopt in their classroom settings. community has developed an environment that motivates
Furthermore, school head’s prerogatives and priorities have teachers to learn constantly.
limited the out-of-field teachers’ access to training and On the other hand, the data signified that teachers need
seminars outside school. Despite the apparent need, these assistance in planning their personal development. This factor
teachers seldomly attend training from external providers has been considerably overlooked when the overwhelming need
because of the limited school funding and conflicting schedules for professional development step in. There is a need for
and priorities. Teachers also miss out on their primordial teachers to balance professional and personal development
function while attending seminars or training. planning.
Findings also suggest that schools should also coordinate
C. Difference on Assessments when Grouped According to
with teacher education institutions for the provision of
Respondents’ Profile Variables
extension programs. The unavailability of extension programs
limits the school head and out-of-field teachers’ capacities to The data revealed that the assessment on the extent of
address academic mismatch. This initiative is also best manifestation of capacity building mechanism along with
supplemented with the efforts to strengthen stakeholders’ pedagogical content knowledge, performance monitoring and
engagement in the provision of educational assistance since evaluation, professional and personal development depends on
teachers’ salary is still not enough to sustain graduate studies. the gains on experiences and access to updated information
4) Personal development within or outside the teaching profession. Respondents tend to
The respondents assessed the capacity-building mechanism have better assessments when they performed it as one of their
along with Personal development as manifested to a great duties, accumulated a significant amount of experiences over
extent. This implies that the respondents are conscious for their the years, and expanded their knowledge through further studies
personal goal and the implications of presentability and and seminars. The connection between their specialization and
maintenance of an image in the profession. This shows that their subject area assignment are also contributors to their
personal development programs are within the desired level of assessment.
implementation. On the assessment of the extent of manifestation of capacity
The data revealed that teachers developed a growth mindset building mechanism along with pedagogical content
based on feedback, reflecting on personal strengths and knowledge, there is a significant difference when respondents
weaknesses, and identifying priorities for self-improvement to are grouped according to the designation, age, sex, major field
a great extent. These exemplify that capacity-building of specialization, the subject area assigned to, number of years
mechanisms have positively influenced out-of-field teachers’ of teaching, highest educational attainment, national
commitment to lifelong learning. The data revealed that certification received, and membership in organizations.
teachers are sensitive to their own personal development needs, Meanwhile, there is no significant difference in the extent of
and they are committed to addressing these needs. manifestation of capacity building mechanism along with
Moreover, observation of personal appearance, possession of performance monitoring and evaluation when respondents are
P. A. A. Tenorio et al. International Journal of Research in Engineering, Science and Management, VOL. 5, NO. 1, JANUARY 2022 224

grouped according to sex, subject assigned to, and IPCRF rating UPLIFT highlights professional and personal development
received. undertakings designed to bridge the educational gap ushered by
Similar findings were drawn on the assessment of the extent out-of-field teaching phenomenon. To achieve the objectives,
of manifestation of capacity-building mechanism along with the following activities under each project are set. Project ONE
performance monitoring and professional development. There (Organizing Network of Educators) centers on the involvement
is a significant difference in the extent of manifestation of of external support while Project STAR (Strengthening
capacity building mechanism along with professional Technical Assistance Responsiveness) embodies activities to be
development when respondents are grouped according to implemented within the school organization. The activities
designation, age, major field of specialization, number of years included are intended to complement the existing learning and
of teaching, highest educational attainment, seminars development programs but targets the unique needs of out-of-
participation, national certification received, and membership field teachers.
in organizations. No significant difference on assessments was
found when respondents are grouped according to sex, subject 5. Conclusions
assigned to, and IPCRF rating received. Based on the findings revealed in the study, the following
Lastly, there is a significant difference on the extent of conclusions are drawn:
manifestation of capacity building mechanism along with 1. Out-of-field teachers overall efficacy depends greatly on
personal development when respondents are grouped according their gains in experience and access to updated firsthand
to the designation, age, major field of specialization, the subject information from further studies, trainings, and active
area assigned to, number of years of teaching, highest involvement in professional learning communities.
educational attainment, seminars participation, national 2. Capacity building mechanisms for out-of-field teachers
certification received, and membership in organizations. This lack framework to support desirable gains in pedagogical
means that there is no significant difference when respondents content knowledge, performance monitoring and
are grouped according to sex and IPCRF rating received. evaluation, and professional development.
D. Identify the issues and challenges encountered by out of 3. The extent of manifestation of capacity building
field teachers mechanism along with pedagogical content knowledge,
Apart from the apparent deficit in content mastery and performance monitoring and evaluation, professional and
pedagogy, respondents strongly agree that more issues and personal development depends on the accumulated
challenges surround out-of-field teachers and their career experiences and access to updated information within or
development. The most pressing challenge is the quality and outside the teaching profession.
substantiality of the instructional support given to the out-of- 4. Issues and challenges occur in the workplace if the
field teachers. This is heightened by the absence of Master organization fails to acknowledge the unique needs of out-
Teachers in schools to support their overall development. This of-field teachers.
is amplified by other issues such as the quality of training 5. The proposed instructional support management program
programs in schools and their limited access to professional UPLIFT and the two projects under its umbrella offers
organizations or support systems that would provide quality responsive professional growth and advancement for out-
suggestions and feedback to improve their self-efficacy. of-field teachers.
Moreover, the data also revealed that issues revolve around
administrative support and the lack of it, including career 6. Recommendations
advancement, regulation of work assignments, and teaching and In the light of the findings and conclusions on which the
financial aid for career development. Related challenges were implications and inferences were based, the following
also highlighted, including work environment and job recommendations were suggested:
satisfaction in the workplace. Other challenges focused on the 1. The instructional support management program may be
availability of specialization on nearby TEI and the limited presented to the Senior Education Program Specialist in
number of workshops and conferences out-of-field teachers charge of Human Resource and Development Division for
gain access to. The combination of these issues and challenges possible approval and implementation.
negatively affects out-of-field teacher reform initiatives. 2. Out-of-field teachers should find ways to attend more
training and look for more memberships in professional
E. Develop an instructional support system plan based on the learning communities and organizations.
analysis of data
3. The school heads and the district supervisors should
The program UPLIFT, which stands for Unified Projects harmonize their efforts in establishing responsive
Leading to Improved Facilitation of Teaching offers possible technical assistance and coaching and mentoring
solutions to address the least challenges experienced by the out- programs to address the challenges ushered by out-of-
of-field teachers in terms of learning delivery, performance field teaching.
appraisal, professional and personal development. The program 4. School heads should refrain hiring and assigning teachers
capitalizes on harmonized collaborative initiatives of out-of- to teach not their specialization.
field teachers, school heads, and the community. 5. Other studies may be conducted using the same set of
P. A. A. Tenorio et al. International Journal of Research in Engineering, Science and Management, VOL. 5, NO. 1, JANUARY 2022 225

variables in other divisions or other regions. [6] Ingersoll, Richard M.; Merrill, Elizabeth; Stuckey, Daniel; and Collins,
Gregory. (2018). Seven Trends: The Transformation of the Teaching
Force – Updated October 2018. CPRE Research Reports.
Acknowledgment [7] Kim, E. (2011). Out-of-field secondary school teachers in korea: Their
realities and implications. KEDI Journal of Educational Policy, 8 (1).
The researcher would like to express his sincerest gratitude [8] Lucky E. O. (2013). The Teaching Qualification, Characteristics,
to the following persons who helped him in the completion of Competence and Lecturer Performance: A Case Study at The University
the study: of Ilorin, Nigeria.
[9] Magano, F. L. (2014). A review of strategies to address the shortage of
Dr. Wilson T. Ojales, the researcher’s adviser, for his
science and mathematics educators in grades 10-12 (Order No. 3714563).
painstaking effort in giving suggestions and advices. Available from ProQuest Dissertations & Theses A&I; ProQuest
Dr. Rowena R. Abrea, Dean of the College of Teacher Dissertations & Theses Global. (1710744656).
Education, for her utmost support and encouragement to finish [10] Neakrase, J. J. (2010). Nature or nurture? A characterization of the
knowledge and practices of in- and out-of-field beginning secondary
the study. physics teachers (Order No. 3432791). Available from ProQuest Central;
Dr. Gloria G. Mendoza, Dr. Felix M. Panopio, Dr. Larry ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses
Ojales, Dr. Romeo M. Guillo, Jr., Panel of Examiners, for their Global. (822779267).
[11] Pellew, R. A. (2015). Exploring Issues Facing Uncertified Classroom
suggestions which enriched this studies content and Teachers in Guyana: A case study (Order No. 3711021). Available from
technicalities. ProQuest Central; ProQuest Dissertations & Theses A&I; ProQuest
The out-of-field teachers in Batangas Province for their Dissertations & Theses Global. (1703023888).
[12] Phafoli, P. A. (2019). The HOD’s role in the professional development of
cooperation as respondents of the study. grade 12 out-of-field teachers (Order No. 28278476). Available from
His family for the inspiration and strength; and ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses
Above all, the writer uplifts gratitude to the Almighty God Global. (2459018318).
[13] Soliday, C. A. (2015). An outcome evaluation study of the impact of
for the knowledge and wisdom, strength, and determination to intensive and ongoing professional development on teacher content
finish this academic work. knowledge and teacher pedagogical knowledge (Order No. 3705747).
Available from ProQuest Central; ProQuest Dissertations & Theses A&I;
ProQuest Dissertations & Theses Global. (1692084941).
References
[14] Zhou, Y. (2012). Out-of-field teaching: A cross-national study on teacher
[1] Augusto, W. S. Jr., A Phenomenological Study on The Lived Experience labor market and teacher quality (Order No. 3512049). Available from
of the Out-Of-Field Mentors, International Journal of Advanced Research ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses
and Publications. Global. (1023107651).
[2] Bayani, R., & Guhao Jr., E. (2017). Out-of-Field Teaching: Experiences [15] Zhou, Y. (2014). The relationship between school organizational
of Non-Filipino Majors. International Journal of Education, characteristics and reliance on out-of-field teachers in mathematics and
Development, Society and Technology, 5(11), 91–127. science: Cross-national evidence from TALIS 2008. The Asia - Pacific
[3] Coleman, N. L. (2018). Perceptions of out-of-field teachers of the Education Researcher, 23(3), 483-497.
sustainability of urban teacher quality support systems (Order No. [16] DepEd Order 7 s. 2015
13877138). Available from ProQuest Central; ProQuest Dissertations & [17] DepEd Order 13 s. 1994
Theses A&I; ProQuest Dissertations & Theses Global. (2209401519). [18] DepEd Order 36 s. 2017
[4] Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to Design and Evaluate [19] DepEd Order 42 s. 2017
Research in Education. [20] DepEd Order 43 s. 2015
[5] Gonong, G. O. (2018). Addressing Teacher Professional Development [21] Philippines Education Note, JUNE 2016 | NO. 1
Issues: Supporting Teacher Quality (PDF file). Retrieved from [22] PISA – 2018 – Philippine – National – Report
https://www.deped.gov.ph/wpcontent/uploads/2018/07/EducSummitAdd
ressingTeacherProfessionalDevelopmentIssues.Nov2_.pdf