Chapter 3Results and Discussions

This chapter deals with the presentation, analysis, and interpretation of data. The

first part describes teaching assignments of the English teachers. The second part

portrays the relationship between the independent variables and dependent variable

Out-of-Field Teaching

Table 1 shows the teaching assignments of the out-of-field teachers in

Maragusan district public high schools. This includes demographic profile which

consists of sex and length of service.

In terms of demographic profile, there are 80% of female teachers who are

assigned to teach subjects aside from their major subject than males. A quite number of

newly hired teachers are challenged to teach other subjects. The commonly taught

subject of most out-of-field teachers is belonged to others which include TLE, EsP, and

Mathematics. In connection Vassiliou (2009), her study found out that teaching in

European countries is a very female occupation, in particular at the lower levels of

education. Although this is considered a concern in many countries, strategies to attract

more men into teaching at compulsory school level are sporadic. According to a study

of Philippine Commission on Women dated February 2014 that as of July 2010, the

percentage of licensed professional women was higher at 63.7 percent than licensed

professional men at 36.3 percent (1,860,901 vs. 1,060,404). And of the total 1,860,901

professional women, Teachers accounted for the highest percentage at 44 percent

(819,377). Just recently released article from BBC News written by Sean Coughlan

stated that five out of six higher education institutions now have more female students

than male - and if every single man who applied to university were to be automatically

given a place, there would still be fewer men than women. He also added that in early

1990s, most secondary school teachers were male. This has now completely reversed,

with the teaching profession becoming increasingly female that the recent figures from

last year show there were almost 300,000 more women in higher education than men.

Not quite that the gender balance differs by subject. About three quarters of physics

teachers are male. Chemistry, computing and IT, and mathematics all have more men

teaching in the area than women. Conversely, only about one-third of English teachers

and less than one-quarter of language teachers are men. This suggests that physics,

computing and IT, mathematics and chemistry remain largely male dominated subjects

and are more likely to suffer a shortage of teachers as men teaching these subjects

retire (Weldon, 2015).

In terms of length of service spent by teachers in teaching profession, there is a

large number of newly hired teachers who are assigned to teach subjects different from

their field of specialization. There is 80% of newly hired teachers, 13.3 % of teachers

who are teaching 11-20 years and 6.7 % of teachers teaching for 20 years above who

are subjects for out of field teaching. Zeichner (2009) cited Jerald, 2002 that secondary

schools in America have unacceptably high rates of out-of-field teaching in core

academic subjects. In addition, Gutowski and Rado (2016) in their article in Chicago

Tribune mentioned a fresh graduate who was approved to teach 11th and 12th grade

psychology and economics at Barrington High School, though she was credentialed

only in middle and high school language arts and middle school social science and her

college minor was in psychology, she said, but she had no experience in economic.

However, she added that teaching subjects she is not trained was a good experience

but also very difficult. She pursued getting credentialed but stopped when she didn't get

the full-time position for the following year. She said she is no longer teaching.

Public school teachers are hired, if qualified and ranked above others, by the age

of 21 and above. Ingersoll (2001) as cited by McConney and Price (2009) revealed a

data that showed newly appointed teachers are the most likely to be assigned out-of-

field which may be a contributing factor in high attrition rates for new graduates.Younger

ones are favorable for teaching profession as said by Silvestre Bello, a 1-BAP party-list

representative for one potential reason for this is that new and younger teachers not

only came on board with newer and more effective teaching practices but were more

energetic in experimenting and finding other methodologies to match their students’

aptitude levels, especially in a larger classes. In this regard, the retirement age of

school teachers is lowered to 60-55 years old, so teachers could enjoy their remaining

years in their lives (Yap, 2015). In connection to the above statement, there is only a

few number of out-of-field teachers spend 20 and more years in teaching. McConney

and Price (2009) concluded that a large proportion of teachers engaged in out-of-field

teaching have at least 20 years teaching experience.

The most common subjects taught by English major teachers are TLE, EsP, and

Mathematics which is 46.7 %; MAPEH which includes music, arts, physical education

and health is 26.7 %; Filipino is 16.7 % and Araling Panlipunan is 10%. Jeffreys (2015),

in her article written at BBC News, said that more unqualified teachers were working in

local-council-managed schools in 2013 than in academies. Harrison (2013) added that it

has published a survey of its members which found six out of ten of those who replied

said unqualified staff were being used in their schools and that most said unqualified

staff were teaching lessons. In relation to it, a report by the guidance offices of the

grade school, general high school, business high school departments and the office of

the VP for academics and research for the School Year 2013-2014, showed that more

than 10% of the total number of students from the Grade School, General High School

and Business High School obtained relatively low grades in Mathematics. Moreover,

Mathematics was seen to be the subject the four academic departments obtained

relatively low ratings. This is an indication that this problem already occurred in the

pupils’ early years in the grade school and persisted in his high school years and may

continue in the latter part of the person’s professional life. English, which ranked second

among the subjects listed, involves basic concepts of reading and comprehension which

is significantly related to analysis, a basic principle in Mathematics. Therefore, a link in

the reading comprehension and mathematical abilities may be considered. Science

heavily utilizes Mathematics. Math is used in almost advanced calculations of other

branches of Science such as Physics, Chemistry and Computer Science. According to

Gurganus (2010), both subject areas rely on a similar problem-solving approach and

tools such as observation, comparison, measurement and communication are extremely

utilized. Although, Filipino, as a language is considered as the students’ mother tongue,

Filipino, as a subject was noted to be one of the subjects, which the students achieved

relatively low ratings. It is important that as Filipinos, learning the basics of the Filipino

language is essential as grammatical rules are applied to it.

Table 1

Out-of-Field Teaching Assignments

Demographic Profile Valid Percent Description

SEX

Female 80 High

Male 20 Low

LENGTH OF SERVICE

10 years and below 80 High 11 years- 20 years 13.3 Low

20 years- above 6.7 Low

TEACHING ASSIGNMENT

Others 46.7 High

MAPEH 26.7 Average

Filipino 16.7 Low

AP 10.0 Low

In terms of work performance, the teachers’ performance in the subjects they

have trainings during their college education days has the mean of 4.300 which is

described as high. However, the sufficient understanding of teachers concerning the

availability of resource materials in the subjects they are assigned has the lowest mean

of 3.633 which is eventually described as high. The total mean is 4.060 which is also

high as decribed. This means that teachers are flexible in all educational aspects, and

their performance depends on the materials available. State of Victoria (Department of

Education and Early Childhood Development) 2011 posted that teachers have a

stronger sense of what the students are learning and how to make richer connections

between different learning areas. Igu et al. (2014) recommended that instructional

materials for the teaching should be made adequately available by the relevant

stakeholders. Teachers should ensure that available instructional materials are put into

maximum use during class instruction. The study therefore concluded that instructional

materials are indispensable in the teaching of social studies for improvement in

students’ achievement. Cinkir and Kurum (2015) said that teachers’ educational

background is a significant component of teacher quality. In the 21st century, all

business professionals are expected to demonstrate expertise in their areas of

specialization. Pianta (2012) aforementioned that relationships between teachers and

students reflect a classroom’s capacity to promote development, and it is precisely in

this way that relationships and interactions are the key to understanding engagement.

As just one example of this connection between engagement and relationships.

Table 2

Level of Work Performance

TEACHERS PERFORMANCE

Mean Description

Your performance when you handle subjects you are trained to in your college education.

4.300 High

Your students’ engagement in class activities you give. 4.200 High

Adequacy of your knowledge in out-of-field assignments when conducting class discussions. 4.100

High

The effective use of method/s like essays, projects, and tests used to evaluate students’ performance in subjects other than your major. 4.100

High

Your length of additional time and assistance for students to successfully complete the assignments you give. 4.100

High

Your ability to expound the lesson on your assigned subject beyond the DepEd provided resource material. 4.100

High

Your ability to relate the lesson of your non-major to other topics. 4.033 High

Your performance in discussing lessons not related to your major and minor for which you are trained in your college education. 4.033

High

Your overall performance on the subjects you taught outside your field of specialization.

4.000 High

Your sufficiency of understanding the resource materials available in school related to the subject/s you handle. 3.633

High

Overall 4.060 High

The level of perception of English teachers is composed of mindset, immersion in

enriching environment, and engagement in reflective practices. In terms of mindset,

4.367 is the highest mean which is classified as high. This means that teachers prepare

their lesson before going to class and in the process they ask help from their

colleagues. Setting standards and examining the same work at school has the mean of

4.200 which is described as high. The category mean is high with 4.287 to be exact.

Snow (2006) written in his book of More Than a Native Speaker that having a carefully

constructed lesson plan in hand allows you to enter the classroom with considerably

more confidence. Thus, effective lesson planning, especially during your early days of

teaching, rests heavily in good habits such as setting aside quality time for planning and

putting the plan in writing.

As far as immersion in enriching environment is concerned, the teachers make

sure that the environment students are learning is pleasant and conducive for learning.

The highest mean is 4.600 and is very high. The category mean is high with 4. 437.

Fleming and Younger (2012) suggested that it is essential for teachers to start the

school year with high expectations in order to guarantee a positive classroom

environment. The implementation of positive expectations should occur on the first day

of school. By doing this, the students will gain a sense of ownership & responsibility for

their actions. This implementation will encourage them to behave and act appropriately

with an academically structured setting. Guardino and Fullerton (2010) emphasized

Martella and Martella (2003) that a well-organized classroom permits more positive

interactions between teachers and children, reducing the probability that challenging

behaviors will occur.

In engagement in reflective practices, the highest mean is 4.567 which is very

high. It has the category mean of 4.369 which is also high. According to Paterson and

Chapman (2013) as cited by Patil (2013), reflection and learning from experience is a

key to staying accountable, and maintaining and developing aptitude throughout our

practice. Without reflection we as a practitioner are not able to look objectively at our

actions or take into account the emotions, experience, or responses from our actions to

improve our practice. Sarivan (2011) in her book of The Reflective Teacher emphasized

that the most distinctive of the very good teachers is that their practice is the result of

careful reflection. Thus, they themselves learn lessons each time they teach, evaluating

what they do and using self-critical evaluations to adjust what they do next time.

The overall mean is 4.369 which is described to be high. This shows that

teachers are doing their tasks as teachers and the statements found in the

questionnaire.

Table 3

The Level of Perception of English Teachers

MINDSET Mean DescriptionI prepare my lesson before going to class. 4.367 High

I ask my colleagues for help. 4.367 High

I make use of available resources. 4.333 High

I review my work for some possible errors before submission. 4.333 High

I am proud of my work. 4.333 High

I regulate my mind from temptations to get my tasks done. 4.267 High

I work hard as a 21st century teacher. 4.233 High

I spend enough time to provide a quality work. 4.233 High

I examine procedures for the same work. 4.200 High

I set standards for myself as a teacher at school. 4.200 High

Category Mean 4.287 High

IMMERSION IN ENRICHING ENVIRONMENT

I make sure that the classroom I am in is pleasant for students to learn. 4.600 Very high

I set standards in the classroom like picking the pieces of trash on the floor. 4.533 Very High

I start my class with a motivation to let students observe cleanliness inside the classroom.

4.500 Very High

I create a classroom that is inviting and safe for students. 4.500 Very High

I make use of proper ventilation like windows allows fresh air. 4.467 High

I observe proper lighting, and temperature inside the classroom. 4.433 High

I observe proper lay-out in the classroom like the arrangement of desks and working space, the attractiveness and appeal of bulletin boards, the storage of materials and supplies.

4.400 High

I give the classroom my personal touch with plants, art, rugs, posters, and cozy 4.400 High

reading corner.I make the classroom free from noise that could disturb other classrooms. 4.300 High

I move the students' desks on a regular basis so the students learn to cooperate with all students.

4.233 High

Category Mean 4.437 High

ENGAGEMENT IN REFLECTIVE PRACTICES

I adopt and adapt change in my profession. 4.567 Very High

I am committed and passionate about my work as a teacher. 4.433 High

I learn from my mistakes and make a change. 4.433 High

I build, manage and maintain a good relationship with peer. 4.400 High

I address issues calmly. 4.400 High

I expose myself to new ideas and new thinking on a regular basis. 4.400 High

I stay focused on my tasks and assignments. 4.400 High

I stay relevant to my colleagues, peer, students and community. 4.367 High

I am willing to engage myself to studies or researches to expand my learnings. 4.333 High

I create innovative solutions to dilemma at school. 4.100 High

Category Mean 4.383 High

OVERALL 4.369 High

The teaching assignment of English teachers has the p-value of .887 which is

not significant. Length of service is .354 which not significant. And, sex is .152 still not

significant.

Table 4

Comparison in the Work Performance according to Sex, Length of Service, and Teaching Assignment

DEMOGRAPHIC PROFILE p-value Remarks

TEACHING ASSIGNMENT .887 Not Significant

LENGTH OF SERVICE .354 Not Significant

SEX .152 Not Significant