Teaching across Specialization: Experiences of Out-of-Field Non-Filipino Major Teachers

Abstract

This study is qualitative phenomenological research that aims to describe and understand the lived experiences, coping mechanisms, and perspectives of non-Filipino teachers assigned to teach Filipino in public secondary schools in the Municipality of Santo Tomas, Davao del Norte. Purposive sampling was used to select fourteen (14) participants, of whom seven underwent in-depth interviews and seven participated in focus group discussions. Data were collected through semi-structured interviews and analyzed using thematic analysis. Based on the analysis of the narratives, major challenges in teaching Filipino by non-Filipino teachers emerged, including lack of proper grammar, limited vocabulary, difficulty in pronunciation, difficulty in explaining concepts, lack of confidence in using the language, pedagogical incompatibility, and changes in classroom dynamics. In response to these challenges, various coping mechanisms were developed such as intensive preparation and research, language translation, collaborative learning, creative use of technology, use of online learning resources, and maintaining a positive outlook. Furthermore, the study demonstrated the growth of professional and cultural awareness among the participants, including the appreciation of continuous learning, the need for systemic reform in teacher assignment, and the importance of Filipino language training. The findings are a significant contribution to the promotion of inclusive and quality education, which is in line with the objective of Sustainable Development Goal 4 (Quality Education).