CHAPTER ONE: INTRODUCTION
Overview
This chapter gives the reader some background information on the
effects of having subject teachers with mismatched subjects from
field of specialization. It discusses the problem and its
subsequent impact towards students’ academic performance. The
chapter finishes with the purpose and significance of the study
and the research question as well as the definition of terms.
Background
The American Commission on teacher education rightly
observes, “The quality of a nation depends upon the quality
of its citizens. The quality of its citizens depends not
exclusively, but in critical measure upon the quality of
their education, the quality of their education depends more
than upon any single factor, upon the quality of their
teacher.” Brindhamani M., Marisamy K.,(2016). Teacher
Education. (p. 6) 1.
Teachers, indeed, play a vital role in the society most
especially for the students. As Kimani et. al., (2013). 2.
stated,
Teachers stand in the interface of the transmission of
knowledge, values and skills in the learning process. If the
teacher is ineffective, students under the teacher’s tutelage
will achieve inadequate progress academically. This is
regardless of how similar or different the students are in
terms of individual potential in academic achievement.
In this connection, several studies were conducted to
determine how to improve the quality of education by means of
improving the teaching processes of teachers most especially their
teaching competence.
But due to the unprepared implementation of the k-12
curriculum in the country, teachers teaching in a mismatched
subject from their field of specialization became rampant.
A study by Cruz, et. al., (2017) 3. on the Effects of Out-
of-Field Teaching of Science Subjects in the Learning Process of
Selected Grade 10 Students of Malabon National High School states
that there is no way of ensuring that every child has a caring,
competent, and qualified teacher because of the phenomenon. “It does
not sound like a proper educational practice. Under-prepared teachers
who rely heavily on the textbook severely inhibit student learning.”
In this regard, it has been recommended to study on how out-of-field
teaching affects students’ learning.
Problem Statement
Students learn in different ways. There are some who choose
to learn by themselves. Others prefer to learn with peers, while
some learn depending on their environment. Kamuche (2005) 4.
stated, “Students have different learning styles in the ways they
take in and process information”
But often times, students’ learning depends on the teachers’
teaching processes as they are the ones who feed students with
knowledge and information. “A paramount factor in the teaching
learning system is the teacher.” Nair (2017) 5. . Students need
someone to facilitate their work as they learn. They need an
effective guide who can direct them on their way to their journey
and who knows the way well. But at some point, the government can’t
suffice their needs.
K-12 Curriculum brought many changes as students, parents,
and educators felt its impact. Adjustments occurred in schools
like the building of new facilities, purchasing more equipment and
hiring new teachers. In this connection, administrators find it
hard to hire teachers because of the scarcity of deployment made
by the DepEd to suffice the growing population of the enrollees.
Thus, to deal with the number of students and to fill the
subject slots, there are teachers who accept the responsibility of
teaching even in a different field of their specialization. Also,
this was done for the students not to get behind on their subjects
due to the delay attendance of newly hired teachers.
This phenomenon was felt all throughout the country. A number
of news and articles were published concerning this issue as it
becomes rampant. Because of this, the teaching as well as the
learning processes were affected as both parties try to adjust on
its consequences.
According to a news posted in Manila Bulletin (June 2017) 6.
headlined “The insufficient supply of qualified teachers remains
a major challenge in addressing teacher shortage in the country’s
basic education system”, as the DepEd welcomes the first batch of
Grade 12 students on that school year, there are reports that some
Junior High School (JHS) teachers in Metro Manila are “being
forced” to teach subjects in Senior High School (SHS) due to “lack
of hired teachers.” This is a manifestation that this is a widely
spread phenomenon which needs investigation.
Thus, this study sought to determine if teachers who are
teaching with mismatched subjects from field of specialization has
an effect towards students’ satisfaction and academic performance
as compared to teachers having matched field of specialization on
the SHS students of Baggao National High School. It also seeks to
determine the ratio of the said teachers to the overall population
of SHS teachers of BNHS.
PURPOSE STATEMENT
The study specifically aims to:
1. Determine the ratio of teachers who are teaching in a
mismatched field of specialization to the overall population
of teachers in the SHS Department of BNHS.
2. Compare the teaching competence of subject teachers having
matched and mismatched subjects from field of specialization.
3. Compare the level of satisfaction of students with teachers
having matched and mismatched subjects from field of
specialization.
4. Compare the academic performance of students having matched
and mismatched teachers from field of specialization.
SIGNIFICANCE OF THE STUDY
The information that will be gathered about the difference on
the effects of the satisfaction and learning processes of SHS
students of BNHS with teachers having matched and mismatched
subjects from field of specialization will be useful for the
improvement of the quality of education in such a way that it can
provide awareness to both teachers and students as well as the
school administrators who are responsible in facilitating both the
learning and teaching processes. It is considered that this
research study is potentially of considerable importance for a
number of specific reasons:
1. For the teachers- teachers (both who are matched and
mismatched in subjects) will be given a research-based
information which they can use for them to be flexible
regarding their teaching processes in dealing with the
subjects and lessons given to them.
2. For the school administrators- administrators will be given
information regarding the effects of the teaching competence
of the concerned teachers and so to act upon it.
3. For the students (especially the JHS) - students will know
more about how to be flexible in dealing with the k-12
curriculum and so to prepare for the possible adjustments
that they will be experiencing.
4. For the next researchers- this study will be beneficial for
the next researchers for they will be provided with
statistical information that they can use in their future
studies.
RESEARCH QUESTION
The study aims to answer the following specific
questions:
1. What is the ratio of teachers who are teaching in a mismatched
field of specialization to the overall population of teachers
in the SHS Department of BNHS?
2. Is there a statistically significant difference on the
teachers’ competence between subject teachers having match
and mismatch subjects from field of specialization?
3. Is there a statistically significant difference in the
students’ satisfaction on the teaching processes of subject
teachers having match and mismatch subjects from field of
specialization?
4. Is there a statistically significance difference between
having subject teachers with match and mismatch subjects from
field of specialization towards students’ academic
performance?
DEFINITIONS
CHAPTER 2: LITERATURE REVIEW
OVERVIEW
This chapter covers the literature review of the general
problem and the four variables presented in the research question-
the ratio of teachers who are teaching in a mismatched field of
specialization to the overall population of teachers in the SHS
Department of BNHS (1), teaching competence (2), student
satisfaction (3), and student academic performance (4).
TEACHING IN A MISMATCHED FIELD OF SPECIALIZATION
A study on the effectiveness of out-of-field teaching of
Grade 10 science teachers in Malabon National High School were
conducted by Cruz et., al(2017) 1. . It sought to determine the
possible effects of out-of-field teaching of the said teachers on
the students, the causes of the situation, and the possible ways
to overcome it. Findings derived from the study were positive on
its effects to the students on their satisfaction on the way they
lecture. Furthermore, the difference between the teaching skill of
the out-of-field teachers and those who are not is not broad
because of their unique and effective teaching skills. Possible
ways to overcome it as the study derived were the prevention of
the Dep Ed in assigning teachers to teach not in their field
otherwise, the teachers must do their full effort to have enough
knowledge to teach the lessons well.
RATIO OF TEACHERS WITH MISMATCH FIELD OF SPECIALIZATION
TEACHING COMPETENCE
Teaching competence is one of the most discussed things
commonly evaluated in schools. Brought by the diversity of ideas,
competence had been defined by a number of studies in varying
terms.
A definition of competence was synthesize by Parry (1996) after a
conference by experts in Human Resource Development on the subjects
of competencies in Johannesburg. “Competency is a cluster of
related knowledge, skills, and attitudes that affect a major part
of one’s job,that correlates with performance of job, that can be
measured against well-accepted standards and that can be improved
via training and development”.
However, on the study of Preeti Nair (2017) on identifying
teaching competencies with special reference to MBA Institutes in
Gujarat, she defined competence as a skill based and also a
standard attained and describes what people can do and what can be
measured.
This is quite close to the definition of competence according
to Zarifian (1999) and Le Boterf (1995) (as cited by Nair, 2007).
They define competence as “the practical intelligence about work
situations that is supported by acquired knowledge that transforms
them” and “the set of social and communicational learning processes
nurtured by education and downstream by evaluation system.”
Recent studies about teaching competence includes the study
of (Nbina, 2012) examining the relationship of teachers’ competence
and students’ academic performance in senior secondary chemistry. The
researcher used questionnaires namely School Principal Questionnaire
(SPQ), Teacher Competence Questionnaire (TCQ), and Chemistry
Achievement Test (CAT). The study found out that there is a
significant relationship between the two variables. Chemistry
students taught by experienced teachers performed better than those
taught by inexperienced teachers.
STUDENT SATISFACTION
Student satisfaction is a vital variable in determining
how well a school is performing in different fields. However when
it is linked with educational offerings (e.g. teachers’ expertise,
course offered, learning environment, and classroom facilities),
teachers’ expertise is determined as the most influential factor
among all the variables (Butt and Rehman, 2010).
According to Guolla (1999)(as cited in Suarman (2015)) students
are clients and their satisfaction on certain educational products
or services.Ssatisfaction is an evaluation which takes place at
the end of the process of consumer psychology after the use of a
product or service. Students’ satisfaction on their learning
program is considered as a cumulative satisfaction of the entire
program of their study. Students are clients who interest and
satisfaction need to be prioritized as a dependent variable.
Ko and Chuang (2014) study on the teaching quality, learning
satisfaction, and academic performance among hospitality students
in Taiwan revealed that there is a significant positive correlation
between teaching quality of teachers and the learning satisfaction
of students, between teaching quality of teachers and the academic
performance of students, and between the learning satisfaction of
students and the academic performance of students. It was also
been discovered that the learning satisfaction of students has a
mediating effect on the relationship between the teaching quality
of teachers and the academic performance of students.
STUDENT ACADEMIC PEFORMANCE
THEORETICAL FRAMEWORK
The study was guided by two theories- the Iceberg theory of
competence and the Customer Satisfaction theory.
The Iceberg Theory as stated by
CHAPTER 3: METHODS
OVERVIEW
DESIGN
RESEARCH QUESTION
NULL HYPOTHESES
DESCRIPTIVE STATISTICS
RESULTS
HYPOTHESES
CHAPTER 5: CONCLUSIONS
OVERVIEW
DISCUSSION
IMPLICATIONS
LIMITATIONS
RECOMMENDATIONS FOR FUTURE RESEARCH
REFERENCES
APPENDICES
