Volume 8, Issue 9, September – 2023 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Performance of Out-of-Field Teachers and the NAT

MPS of Students’ School Scores: Basis for
Program Initiatives
Lincoln V. Tan1
Mary Daphne P. Silvestre2
Bukidnon State University

Abstract:- This study assessed the performance of out- Firstly, in the National Achievement Test (NAT), the
of-field teachers and NAT School Scores of students in national target has been set at least one-third of the NAT test
the Division of Malaybalay City and the Division of takers will pass, which is interpreted as “Moving towards
Valencia in the school year 2019-2020. It identified the Mastery”.However, the results of the NAT in the previous
profile of out-of-field teachers, which seeks the level of years have been declining from 2005-2012, In
mastery in teaching content knowledge, lesson design, Mathematics,59.09% of the fourth Year High School
and assessment. The descriptive method was employed students obtained a Low Mastery of 15-34% MPS in almost
using Pearson-Product Moment Correlation. all subjects.
Questionnaires through Google form, survey, and
interview guide questions were used in the gathering of Secondly, in 2012 the MPS for Mathematics was much
the data. A five-point Likert Scale was used in the lower than in 2006 which means that there may be
scoring procedure for the teachers and mean school prevailing challenges that occur because of the successive
scores of students in the NAT. Findings revealed that as low results of the NAT scores of the students in the locale of
to the profile of the out-of-field teachers, 82% are the study. The situation creates ambiguity and shakiness
teacher I, with the major field of specialization being among out—of-field teachers subsequently assigned to teach
Social studies. However, the content during the a subject for which he or she has not been prepared (du
undergraduate studies is different from the content Plessis, 2015). This could include being assigned to teach
taught in the K-12 curriculum. Teacher's level of social studies when prepared to teach mathematics. The
mastery of content knowledge, lesson design, and concept of Out-of-field teaching is related to teaching major
assessment is average. There is no significant relationship fields considered as left out subjects since the subject title
between the level of mastery of teachers and the NAT remains yet the content were no longer updated, and what
school scores of students. As to the challenges was being taught was no longer aligned. (The Royal Society,
encountered by the OOF teachers, content knowledge is 2007).
the most difficult teaching transaction intertwined with
lesson design and assessment. Challenges encountered This is among the proofs that teachers can do well in
are all confined to the fact that their content knowledge the teaching and learning process specifically in teaching the
is no longer aligned with the content taught to the K-12 assigned subjects because, during exposure to the undergrad,
curriculum. Their difficulty in content knowledge they are well taken care of. However, in this situation, there
hinders them from using varied teaching strategies and exists a wide gap between teaching with fresh content
assessment which is limited to paper and pen test. knowledge and within the expertise rather than teaching
subjects not of their expertise. and the knowledge and skills
Keywords:- Out-of-Field Teachers, Content Knowledge, of teaching required in the actual classroom curriculum
Pedagogy, Assessment, NAT School Scores. transaction. The out-of-field teacher cannot act on the
emerging needs unless he or she is trained and frequently
I. INTRODUCTION oriented. (Verma 2019)

Out-of-field teachers are one of the classifications of In the context of school performance in the national
existing teaching personnel in some schools. They passed achievement test, some factors hamper the learners’
the qualification standards implemented by the organization performance to pass or get a high score because they lack
and are qualified and well-trained professional educators. the needed knowledge. Schools may double their time to
However, they frequently find themselves dealing with identify factors to consider the low performance that would
unacquainted issues in handling subjects not aligned with support the improvement of instruction. This is to meet the
their competencies and gained knowledge in their major target of 75% mastery of the lesson according to the
field. These teachers are outstanding in their field but National Education and Research Center (NERTC, 2012).
unexpectedly find themselves in unfit’ positions delivering
the topics be taught not in their line of interest.

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Volume 8, Issue 9, September – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Teachers were performing their teaching tasks solution on the gaps identified and that methodology must
however, Salingay (2015) revealed that the application of be effective in the treatment of variables and the description
some concepts in the subject has not been fully provided of results would be clear and aligned to the objectives of the
during the undergraduate studies and was not internalized by study.
the teachers. Moreover, Samillano (2007) revealed that most
of the teachers who are out-of-field had problems in  Conceptual Framework
teaching the subject because of a lack of facilities and This study is anchored on the concept of Olitsky
instructional materials. Subsequently, addressing the needs (2006) in the out-of-field classes that students had less
of the learners would be one of the fast vessels towards access to content knowledge, but the teacher was more apt
achieving lifelong learning. to engage in a socially situated learning process and the
students were more likely to use science language. Dee and
In the Division of Malaybalay City and the Division of Cohodes (2008) described subject-qualified teachers were
Valencia City, the level of mastery of student achievement less effective in increasing engagement or comfort within
in the NAT for the school year 2012-2013 was fifty-nine their subject matter. The authors concluded that teachers
percent (59%) which is still far from the goal of DepEd were more likely to view students critically, and in-field
which is seventy-five percent (75%) mastery. As observed, teachers reduced achievement in the weakest students.
65% of the teachers in the division were doing varied tasks
aside from the teaching load. In the delivery of the lesson, the teacher needs to
prepare what to teach and anticipate the instructional
DepEd Order No.70 series 2012 stated that teachers of materials to be utilized. This follows a time frame so that the
all public elementary and secondary schools should have lesson will be attained. The teaching strategies, evaluating
more time for the preparation of the support of instructional the students' learning , and preparation of the test questions
materials and student-centered activities. The DepEd adopts
flexibility in the preparation of the lesson exemplars. For Teaching matters because when students take classes
these reasons, out-of-field is an important factor to be taken that are taught out-of-field, the students are generally less
into consideration. However, despite the policies and successful and show less academic growth (Chaney, 1995;
guidelines, there were still teachers handling subjects which Clotfelter, Dee &Cohodes, 2008; Goldhaber & Brewer,
are not their expertise. Many of the teachers find difficulty 2000; Ingersoll, Perda, & May, forthcoming, as cited in
in learning gaps among students. Their major field and stock Ingersoll, 2019; Raudenbush, Fotiu, & Cheong, 1999;
knowledge do not fall to the subjects assigned by their Riordan, 2009).
administrators.
Using a small national dataset from the National
Previous studies investigated students’ self-efficacy Education Longitudinal Study of 1988 (NELS: 88), Dee and
(Peters, 2012), gender and socio-economic status (SES) Cohodes (2008) examined Grade 8 student achievement in
(Ewumi, 2012; Ӧzdemir et al., 2014), parental involvement English, Math, Science, and Social Studies. They found that
(Sheldon & Epstein, 2005), environmental factors, such as students who took Mathematics and Social Studies classes
school or classroom climate (Malik & Rizvi, 2018), are taught in-field did significantly better academically than
among the few factors examined and found to have students who took them out-of-field, and the magnitude of
significant influence on students’ performance in the NAT. the benefit of in-field teaching was greater for students in
It is in this situation that the present study has to base its urban schools, low-income students, and male students.

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Volume 8, Issue 9, September – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165

Fig 1 Schematic Diagram of the Conceptual Framework of the Students

The first box contains the variables as to the profile of lesson design could be materialized first in the planning of
the out-of- field teacher’s by age, sex, civil status, length of the lesson.
service, educational qualification, areas of specialization, Pedagogy is another equally important component in
and position. The data collected on the profile of the OOF learning which shows how the subject in theory and in
teachers give the researchers baseline data in devising the practice was being taught. As experienced, those teachers
intervention program. who are honed with the experience of what to teach and how
to teach share significant and productive learning to
Box 2 is another variable that describe the mastery students. It is the interplay between culture and the different
level of the OOF teachers in terms of content knowledge and strategies of getting the attention of the students to learn.
lesson design, pedagogy and assessment. The content This is how the teachers help students to develop their
learned by the OOT may be aligned to the content as higher order thinking skills.
reflected in the curriculum to realize the alignment between
the learned content of the OOT and the content taught. As Assessment is another important part of the lesson to
observed, there are instances where the curriculum in HEIs measure how far the students learned and mastered the
offerings as a field of specialization is far different to the content as they experience it through the facilitation of the
content taught. teacher. The assessment may come in different ways and
strategies hence, it relies on the initiative of the teacher to
Moreover, the lesson design is another significant think of ways how to assess or evaluate the learning of the
component in the teaching learning process. It is a way of students. The result of the assessment may somehow guide
designing the lesson how students may learn new knowledge the teacher to process the learning needs to be taken to
and skills. The goals of the lesson were being organized for enhance the achievement in instruction of the learners.
students to come up with a realistic lesson engagement. The

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Volume 8, Issue 9, September – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
The third box contains the challenges encountered by  Is there a significant relationship between the mastery
the OOF teachers how they carry the instruction as to the level of the out-of-field teachers in terms of content
components described. Although there are legal basis which knowledge, lesson design, and pedagogy and assessment
states that teachers need to be objective in teaching the and the National Achievement Test results?
learners but there are occuring this this phenomenon.  Describe the challenges encountered by the out of filed
teachers in terms of:
The fourth box is the dependent variables which
comprise the School Scores in the National Achievement  Lesson Preparation
Test (NAT) in English, Science, Math, Filipino, Social  Lesson Delivery or Pedagogy
studies in the schema represents the students’ scores in the  Assessing Outcomes
National Achievement test in the five core subjects in  Content?
English, Science, Math, Filipino and Araling Panlipunan.  Null Hypothesis
And the fifth box is the program initiative as an intervention There is no significant relationship between the
on the challenges encountered by the out-of-field teachers. multitasking practices of public secondary school teachers
and the scores of students in the NAT.
The NAT is administered in order to gauge the
understanding and knowledge of students learning in the II. METHODOLOGY
Junior and senior High School. Logically, when teacher’s
activities were focused on the improvement of the learners This part deals with the discussion of the methodology
learning needs it would really affect the students’ scores in to be used in the study. It presents the research design,
the NAT. research locale, participants of the study, the sampling
procedure, the administration of the instruments, the scoring
The commitment of the teachers in teaching aside from procedure, and the treatment of the statistical data.
multitasking can increase the achievement level of the
students. This can be achieved through establishing links  Research Design
between education and learners output and teachers. This The study utilized a descriptive research design to
would show the result of the student’s knowledge gained describe the current profile of the out-of-field and their
after the learning from the basic education cycle. One mastery level of content knowledge and lesson design. The
implication could be the commitment of teachers in teaching study will also determine the main interaction on the
that will result to student’s satisfactory performance. If the mastery of content knowledge, lesson design, pedagogy, and
students learning is at its maximum level, their achievement assessment. The study utilized four instruments which are
would likely increase. the profiling survey, questionnaire, and interviews on the
challenges encountered by the out-of-field teachers.
 Statement of the Problem
This study assessed the Performance of Out-of-Field  Research Locale & Respondents of the Study
Teachers and the NAT MPS of Students’ School Scores: The respondents of the study out-of-field teachers were
Basis for Program Initiative in the Division of Malaybalay secondary school teachers from the Division of Malaybalay
City and Division of Valencia City in the school year 2020- City and the City Division of Valencia. who are from
2021. Lilingayon NHS, Tongantongan NHS, Catumbalon NHS,
Concepcion NHS, Banlag Integrated School, Dagatki Davao
 Specifically, this Study Answered the following IS, Lourdes IS, and for Malaybalay city Division are Sila-e
Questions: NHS, San Martin Agro-Industrial NHS, Managok NHS,
Lalawan NHS, MiglaminNHS, Malaybalay City National
 What is the Profile of the Out-of-Field Teachers as to: Science HS, Bangcud National High School, Casisang NHS,
Bukidnon NHS, Dalwangan NHS, Can-ayan IS, Kalasungay
 Age; NHS, St. Peter NHS, and Busdi IS.
 Sex;
 Civil status; These are Grade 7 and 10 teachers handling English,
 Length of service; Mathematics, Science and Technology, and Social studies,
 Educational Qualification; which are the 5 component subjects of the National
 Areas of Specialization; and Achievement Test (NAT). There are 111 secondary high
 Position schools in the division, with 1 school classified as a
comprehensive high school and 1 general comprehensive
 What is the mastery level of the out-of-field teachers in high school. The map of Bukidnon is shown in the following
terms of: figure:

 Content Knowledge This part deals with the discussion of the methodology
 Lesson Design to be used in the study. It presents the research design,
 Pedagogy research locale, participants of the study, the sampling
 Assessment procedure, the administration of the instruments, the scoring
procedure, and the treatment of the statistical data.

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Volume 8, Issue 9, September – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
 Research Design Lilingayon NHS, Tongantongan NHS, Catumbalon NHS,
The study utilized a descriptive research design to Concepcion NHS, Banlag Integrated School, Dagatki Davao
describe the current profile of the out-of-field and their IS, Lourdes IS, and for Malaybalay city Division are Sila-e
mastery level of content knowledge and lesson design. The NHS, San Martin Agro-Industrial NHS, Managok NHS,
study will also determine the main interaction on the Lalawan NHS, MiglaminNHS, Malaybalay City National
mastery of content knowledge, lesson design, pedagogy, and Science HS, Bangcud National High School, Casisang NHS,
assessment. The study utilized four instruments which are Bukidnon NHS, Dalwangan NHS, Can-ayan IS, Kalasungay
the profiling survey, questionnaire, and interviews on the NHS, St. Peter NHS, and Busdi IS.
challenges encountered by the out-of-field teachers.
These are Grade 7 and 10 teachers handling English,
 Research Locale & Respondents of the Study Mathematics, Science and Technology, and Social studies,
The respondents of the study out-of-field teachers were which are the 5 component subjects of the National
secondary school teachers from the Division of Malaybalay Achievement Test (NAT). There are 111 secondary high
City and the City Division of Valencia. who are from school

Fig 2 School map of the Research Locale

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Volume 8, Issue 9, September – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165

Fig 3 School map Valencia City

 Research Instrument and Validity google forms and was given on the same schedule as the
The study utilized four data gathering tools as follows: performance test. This is to ensure the 100% retrieval rate of
the profiling survey, content knowledge mastery test, survey the survey.
questionnaire, and the interview guide question on the
challenges encountered by the teachers. The survey Moreover, the research group through the help of the
questionnaire includes the profiling of teachers’ educational education program supervisors requested the division
attainment, and subjects taught for the last three years. The superintendent to issue a memorandum concerning the
tool is a researcher-made test that is subjected to face and conduct of the study. Teachers who are part of the study
content validity. The survey questionnaire was geared were given an informed consent letter to ensure
towards the challenges encountered by out-of-field teachers confidentiality of the identity of the respondents and that the
on identifying the extent of the difficulty experienced by the results of this research would not in any way discredit the
teachers in lesson preparation, employing teaching strategies respondents. The data gathered were analyzed and the result
and availability of instructional material, and of the study was the basis of the formulation of the proposed
appropriateness of the assessment tools used. This program initiative for the Department of Education and
questionnaire will also include an open-ended question. extension programs of the university.

 Data Gathering Procedures  Scoring Procedure

The researchers secured permission from the Schools The scoring procedure adopted Likert’s five-point
Division Superintendent. When the permission was granted, scale, where 5 was when the teacher mastered content
the profiling of teachers started. Survey questionnaire knowledge, lesson design pedagogy, and assessment. And 1
through Google Forms. This is to identify the number of was when the teacher performed the teaching transactions
out-of-field teachers, length of service, and educational with low mastery. A matrix containing the scale range of
qualification. The questionnaire on the challenges intervals, descriptive rating, and qualifying description is
experienced by the out-of-teachers was also done through illustrated as follows:

Table 1 Scoring Procedure

Scale Range of Intervals Qualitative Description
5 4.21-5.00 Mastered
4 3.41-4.20 Closely approximating mastery
3 2.61-3.40 Moving towards master
2 1.81-2.60 Average mastery
1 1.00-1.80 Low mastery

For the description of students’ score in the National Achievement Test The following scoring procedure was followed based
on the National Education Testing and Research Center criteria.

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Volume 8, Issue 9, September – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Table 2 Scoring Procedure
Description of students’ scores in the National Achievement Test
National Education Testing and Research Center(NETRC)
Percentage of Scores Qualitative Description
96%-100% Mastered
86%-95% Closely Approximating Mastery
66%-85% Moving Towards Mastery
35%-65% Average Mastery
15%-34% Low Mastery
5%-14% Very Low Mastery
0%-4% Absolutely No Mastery

 Statistical Treatment  In Analyzing the Data Gathered, the Researchers

In analyzing the data gathered, the researchers utilized Utilized the following Statistical Measures:
the following statistical measures:
 To answer problem 1, mean and percentage were used to
 To answer problem 1, mean and percentage were used to determine the profile of the out-of-field teachers.
determine the profile of the out-of-field teachers.  To answer problem 2, mean and standard deviation were
 To answer problem 2, mean and standard deviation were used to determine the level of mastery of the out-of-field
used to determine the level of mastery of the out-of-field teachers.
teachers.  To answer problem 3, Pearson- Product Moment
 To answer problem 3, Pearson- Product Moment Correlation was used to determine if there is a significant
Correlation was used to determine if there is a significant relationship between the mastery level of the out-of-field
relationship between the mastery level of the out-of-field teachers and the achievement of students in the NAT.
teachers and the achievement of students in the NAT.  To answer problem 4, the responses of the participants
 To answer problem 4, the responses of the participants were grouped to form a final theme that described the
were grouped to form a final theme which described the challenges encountered by the out-of-field teachers.
challenges encountered by the out-of-field teachers.
 Results and Discussion
III. RESULTS AND DISCUSSION This section provides the data gathered, analysis, and
interpretation. The analysis follows the sequence of the
This section provides the data gathered, analysis and problem stipulated in the previous section of the paper;
interpretation. The analysis follows the sequence of the performance of out-of-field teachers in basic education and
problem stipulated in the previous section of the paper; the NAT MPS of students' school scores: Basis for Program
performance of out-of-field teachers in the basic education Initiatives.
and the NAT MPS of students school scores: Basis for
Program Initiatives.  Profile of the Out-of-Field Teachers in the Division of
Malaybalay City and the Division of Valencia City
The observations on teachers teaching subjects which
are not of their major field of specialization was evident
even before. Bsaed on the previous study conducted by
Silvestre (2014) on the National Achievement Test Results,
there were variables found to have not been considered, and
thus were identified to be significant in determining the
performance of out-of -field teachers. Table 1 summarizes
these items.

Table 3 Profile of the Out-of-Field Teachers

Variables Percentage
Age 31-40 yrs.old-47.8%
Sex 91% female, 9% male
Civil Status 1% single, 99% married
Length of Service 5-10 yrs. and beyond -65%
Educational Qualification 12%-master’s degree,
26%-on-going master’s degree, 61% -have zero unit
Area of specialization 93%-teaching social studies however the content learned from undergrad is not the same
in the subject taught
3%-SPS facilitator
2% SPA facilitator,
1% teaching humanities

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Volume 8, Issue 9, September – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
1% teaching EP,
1% school research coordinator
Teaching Position 82%-teacher I
16%-TII
1%-TIII
1%-MTI
Trainings Participated 87%-related to the subject taught
13%-related to other subjects taught

The table shows that the participants of the study are at new to the service. As experienced those teachers who
the middle age who are 5-10 years in service and beyond. enrolled in the master’s degree demonstrated new teaching
This would also mean that the participants are no longer new skills suitable to the learning needs of the students. When
to the teaching position but rather they are also considered there is a lack in the content knowledge or background
experienced teachers teaching the subject of social studies knowledge of the teacher, the whole teaching transactions of
but their field of specialization during undergraduate is not the teachers as to the preparation of the lesson, delivery of
mainly the same as the topics they handle to teach in the K- the lesson, the teaching strategies used, as well as the
12 curriculum. Their background knowledge is no longer assessment will also be affected. (Dess,2007)
aligned with the content taught by the new curriculum
(Silvestre, 2019). Students may be deprived of the It is quite significant to activate the background
application of some concepts, critical thinking skills, and knowledge of the teachers through a series of activities that
meaningful learning experiences since the teachers are not would make them prepare for and lead to a better
able to internalize the content of the lesson (Salingay, 2014). comprehension of the content taught (Yule, 2000).

Moreover, as revealed in Table 1, most of the  The Mastery Level of the Out-of-Field Teachers
participants necessitate up-skill since most of them are still

Table 4 Mastery Level of the out-of-field teachers

Teaching Transactions Mean Qualifying Statement
Content Knowledge 3.31 Average mastery
Lesson Design 3.31 Average mastery
Pedagogy 3.39 Average mastery
Assessment 3.44 Average mastery

Teacher’s mastery in the field of specialization taught while their weakness is “Checking by asking questions as to
may be observed in the instruction. The teacher may whether the subject matter has been understood or not”
demonstrate the following: fine-tuned lesson design, which teachers seldom do in their classes, recording then
multiple strategies of presenting the concepts, effective that the final output they wanted to get from their students.
instructional materials used, and varied assessments not on
paper and pen tests only. Participation of students in the  Relationship between the Performance of Out-of-Field
class may also be observed. This claim was also revealed by Teachers and the NAT School Scores of the Students.
Silvestre(2019) who states that when one component of the The NAT school scores of the students per school were
teaching transaction is affected all components will also be among the baseline data which provided evidence on the
affected. performance of the teachers. The MPs per school were
utilized to determine how far students comprehend the
Table 2 revealed that among the teaching transactions content knowledge as delivered through lesson design,
of the out-of-field teachers’ content knowledge and lesson pedagogy, and duly evaluated assessment.
design have the lowest average compared to pedagogy and
assessment. This result would somehow mean that the Table 3 shows the relationship between the
weakness of the out-of-field teachers lies in the insufficiency performance of the out-of-field teachers and the NAT school
of knowledge and full understanding of the different content scores of the students. The values of the performance of the
of the subject taught. As the teacher lacks content OOF were all uniformly expressed as not significant to the
knowledge, it would also mean difficulty in designing the student’s scores in the NAT. This may imply that the
lesson. Both teaching transactions are directly intertwined teaching transactions as to content knowledge, lesson
since in the designing of the lesson the knowledge of the design, pedagogy, and assessment performed by the teachers
OOF teacher in the content is much more significant. have no significant relationship to the NAT scores of the
students. With this result, the null hypothesis will be
Moreover, assessment is the indicator with the highest rejected.
mean in the paper and pen test. As observed, the assessment
of students' output is of different types. There are oral The result of the NAT school scores of the students
assessments and written assessments. Results show that within the Division of Malaybalay City as well as the
teachers are strong in giving evaluations after the lesson, Division of Malaybalay City is moving towards mastery.

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Volume 8, Issue 9, September – 2023 International Journal of Innovative Science and Research Technology
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This would mean that OOF teachers need to push harder as called to consider the instruction to improve OOF
to instruction. As revealed in previous studies, the OOF performance and to enhance learning output through the
teachers have average mastery levels parallel to the result of NAT
the NAT school scores. Both OOF teachers and students are

Table 5 Relationship between the Level of Performance of OOF Teachers and the Overall NAT
Scores of the Students in the Core Subjects
Teachers Multi-Tasking Practices r P-values Qualifying Description
Content Knowledge 0.211 0.534 not significant
Lesson design 0.-0373 0.258 not significant
Pedagogy 0.131 0.160 not significant
Assessment 0.127 0.111 not significant
Legend: *Correlation is significant at 0.05 levels (2-Tailed)

This implies that since the mastery level of the OOF the lesson because they didn’t have the full knowledge about
teachers is average mastery when correlated to the student's the topic since what they had during their undergraduate
school score in the NAT which is also average, the mastery studies was quite different from the topics they are teaching
level of the students is moving towards mastery. Hence, the in the current teaching and learning situation. According to
performance of the OOF teachers has a great impact on the them, although the topics are accessible on the internet it
performance of the students in the NAT. Thus, teachers need made them more difficult considering that there are a lot of
to update and upgrade their content knowledge. Okemakinde topics to be discussed where experience is essential. The
et al. (2013) revealed that teachers could significantly respondents need more time to prepare lessons.
impact the achievement of the student in the NAT. Accordingly, the participants…….. “need to thoroughly
However, Silvestre (2014) contended that there is no understand the lesson first so I can come up with the lesson
significant relationship between the multitasking activities design”. They are “not comfortable” in preparing a lesson
of teachers and the NAT scores of the students. These that is not in their field of specialization and being pressed
activities include the task of the teacher as planner of the for time.
lesson, designer lesson of the, and being an instructional
leader. The respondents’ less familiarity with the out-of-field
subjects, they mostly have “limited knowledge thus resulting
The educational system may design a program that to limited strategies”. It is a constant challenge to “decide
would expose teachers to improve the professional what approach is best suitable for a certain topic” in order
development of the OOF teachers. The higher institutions “to make the lesson easier for the students to understand”.
may design a curriculum aligned with the needs of basic Zhou et al. (2016) assert that when there are knowledge
education as the catch basin of almost all graduates from the deficiency, the selection of the teaching strategies as well as
HEIs. There may be new programs to be offered to address the learning objective might be affected. As to the lesson
the needs of those who would like to enroll as teachers. delivery, the participants of the study disclosed that they
Offerings of a Master’s degree aligned to their field of used limited teaching strategies in the delivery of the lesson
specialization may somehow address the need. This result is leading them to use the lecture method. If they find
parallel to the study of Alima (2010), who revealed that the difficulty in the preparation of the lesson how much more in
teachers’ instructional transactions did not affect the the delivery where they need to present carefully organized
achievement of the students. concept/s about the topics especially when they are assigned
to teach students who belong to the cream section. The risk
Fiore (2008) claimed that teachers know well their of having limited background knowledge is also a limited
responsibility as a teacher since they are already familiar delivery of the lesson. Most respondents were unable to
with what to teach, how to teach, prepare the students for assess the learning of students effectively as they need to
practical and written tests, and organize the classroom as equip themselves “with methods of assessment that will
well as the activities at all times. However, OOF teacher’s measure the exact competencies” required for the subject.
updated knowledge needs to be improved. As observed, “The effectiveness/reliability of its evaluation procedures” is
teachers were always concerned with the improvement of also a challenge. (Assessment) The assessment of the
instruction specifically the selection of the topic best suited learning outcomes of the students is limited to paper and pen
to students’ needs because they followed the lesson log and tests, which is the usual activity teachers have been doing.
the curriculum guide provided.
Per the response of the participants of the study, the
 Challenges Encountered by the Out-of-Field Teachers content knowledge is the most difficult especially since the
With the diverse learners in school from different major field of specialization of the teachers is different from
walks of life and training to learning, it is an undeniable fact the topics in the K-12 curriculum. The participants disclosed
that challenges are part of their passion for teaching. that during the schedule of the NAT, they felt guilty and
However, the OOF teachers had to find interventions to worried about what could be the result of the NAT,
address the gaps. Accordingly, as to lesson preparation: especially since it is a national standard. The respondents
participants A to E disclosed that it was too hard to prepare find it difficult to understand the content since they are not

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Volume 8, Issue 9, September – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
familiar with the subject taught as to content. Schneider et V. FINDINGS
al. (2011), claimed that the improvement of the academic
performance of the students depends on the expertise and  The Salient Findings of the Study are as follows:
effectiveness of the teacher.
 As to the profile of out-of-field teachers in social
One of the respondents stated “The mastery of the studies,47.8% of the participants of the study are 31-40
content of the lesson and how to contextualize the lesson years old 91% are female,65% have been in the teaching
since it is not our field of specialization.” In effect, profession for 5-10 years and beyond,82% are teacher, I,
respondents found it hard to elaborate more about the topics and 72% of them are out-of-field because although their
to their students. “Most of the things I taught came from the major field of specialization is Social Studies however
book or learning material. Although the internet can be a the content during the undergraduate studies is different
source of information regarding a certain topic, it is a bit from the content taught in the K-12 curriculum.
tricky in deciding which information is reliable”, one  The level of mastery as to content knowledge, lesson
respondent if the out-of-field teachers find it too difficult to design, pedagogy, and assessment of the out-of-field
plan the lesson, deliver the lesson, assess and content teachers is average mastery
knowledge, it could also mean that the target of the NAT  There is no significant relationship between the level of
which is 75% will not be realized since there are challenges mastery of the teachers and the NAT school scores of the
encountered by the end of the teachers. The type of class students.
will also affect the result of the NAT since the participants  As to the challenges encountered by the out-of-field
of the study are handling heterogeneous class teachers, they considered content knowledge as the most
difficult teaching transaction. They find difficulty also in
The usual challenges encountered by the out-of-field preparation of the lesson and designing the lesson since
teachers are topics/competencies included in NAT which are their content knowledge is no longer aligned with the
not been tackled yet”. “Giving the students a bulk of content taught in the K12 curriculum. Their difficulty
information in a short period” was found to be ineffective by with content knowledge hinders them from using varied
at least one of the respondents. The level of “uncertainties of teaching strategies. The assessment is limited to paper
the content of reviews given to the learners” is one reason and pen tests.
these teachers had to “ask help from the teachers that are
experts in that certain field”. VI. CONCLUSIONS
IV. SUMMARY  Based on the Findings of the Study, the following
Conclusions are derived:
This study assessed the performance of our teachers
and students' NAT School Scores in the Division of  Since most of the participants of the study are average in
Malaybalay City and the Division of Bukidnon in the school age and most of them are still teacher 1, they need to
year 2019-2020. It answered the problems on the profile of upgrade and update their content knowledge, lesson
the out-of-field teachers, the level of their teaching design skills, pedagogy, and assessment.
performance as to content knowledge, lesson design,  The mastery level of the teachers in teaching is average
pedagogy, and assessment. The descriptive method of mastery requires them to improve their professional
research was employed using Pearson-Product Moment development by enrolling master's degree program.
Correlation. The questionnaire through Google form,
 Since there is no significant relationship between the
survey, and interview guide questions were used in
level of mastery of out-of-field teachers and the NAT
collecting the data. The interview supports the data in school scores of the students, the teaching performance
getting authentic responses from the participants from their of the teachers did not affect the student’s school scores
experiences. in the NAT.
A five-point Likert Scale was used in the scoring
RECOMMENDATIONS
procedure for the teachers and the mean school scores of
students in the NAT within the division as the locale of the
 Based from the Findings and Conclusions of the Study,
study. The respondents of the study were the out-of-field
the following Recommendations are given:
teachers of the Division of Malaybalay City and the DepEd may devise a program to help teachers who are
Division of Valencia City. Purposive sampling was used in teacher 1 to enroll in a master’s degree to update and
choosing the teachers in every division as participants of the
upgrade their content knowledge, lesson design, and
study. The data gathered were treated using the mean, assessment in the subject taught through scholarship grants.
standard deviation, and Pearson Product Moment
Correlation. The HEIs may align the content of the curriculum
offered to the content taught in the different major fields of
specialization to serve its need as the catch basin of almost
all graduates from the HEIs.

IJISRT23SEP797 www.ijisrt.com 2520

Volume 8, Issue 9, September – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
The HEIs may devise new programs or major fields of [11]. Samillano, J.S. (2007). Competency among MAPEH
specialization aligned with the needs of the Department of teachers in teaching performing arts in selected
Education. public secondary schools in North Cotabato. A
Thesis Submitted to the Secondary Schools in North
For Policy initiatives, the Department of Education and Cotabato
Commission on Higher Education may formulate policies [12]. Silvestre, M.D. (2014), Multitasking practices of
that lessen the number of years to serve as teachers (50 years public secondary school teachers and the NAT scores
old/25 years in service) and/or be classified as master of the students. Unpublished master’s Thesis,
teacher, if the qualification for the rank warrants they may Bukidnon State University, Malaybalay City.
be promoted as school administrators. [13]. Silvestre, M.D. (2019) Lived experiences of teachers
teaching music, arts, and physical Education and
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