Echoing the Voices of Teachers Beyond Specialization: The Lived Experiences of Non-TLE Teachers in Teaching TLE Subjects
George B. Dela Cruz *
Bachelor of Technical-Vocational Teacher Education Department, College of Teacher Education and Technology (CTET), University of Southeastern Philippines (USeP), Tagum-Mabini Campus, Apokon, Tagum City, Philippines.
Reneliza T. Albastro
Bachelor of Technical-Vocational Teacher Education Department, College of Teacher Education and Technology (CTET), University of Southeastern Philippines (USeP), Tagum-Mabini Campus, Apokon, Tagum City, Philippines.
Keny L. Capangpangan
Bachelor of Technical-Vocational Teacher Education Department, College of Teacher Education and Technology (CTET), University of Southeastern Philippines (USeP), Tagum-Mabini Campus, Apokon, Tagum City, Philippines.
Emjie V. Laborte
Bachelor of Technical-Vocational Teacher Education Department, College of Teacher Education and Technology (CTET), University of Southeastern Philippines (USeP), Tagum-Mabini Campus, Apokon, Tagum City, Philippines.
Angela Neri M. Lomocso
Bachelor of Technical-Vocational Teacher Education Department, College of Teacher Education and Technology (CTET), University of Southeastern Philippines (USeP), Tagum-Mabini Campus, Apokon, Tagum City, Philippines.
Charlie Mea C. Prieto
Bachelor of Technical-Vocational Teacher Education Department, College of Teacher Education and Technology (CTET), University of Southeastern Philippines (USeP), Tagum-Mabini Campus, Apokon, Tagum City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Out-of-field teaching has been a common problem in many countries. Teaching outside their area of specialization can profoundly affect their instructional effectiveness, as they are essentially novices in that subject. This study explored the lived experiences of non-TLE teachers teaching Technical and Livelihood Education (TLE) subjects. It sought to gain a deeper understanding of the participants' experiences and explore the coping strategies they employ to navigate the challenges they face. This study utilized a phenomenological approach as its research design. The data were gathered from three (3) participants through In-depth Interviews (IDI) and Focus Group Discussions (FGD). Thematic analysis, following the Braun and Clarke framework, was used for data analysis. Results revealed that participants' experiences in the study emerged into two main themes: Teaching Beyond the Comfort Zone and Struggles to Meet Teaching Demands. Meanwhile, regarding coping with the challenges encountered by the non-TLE teachers teaching TLE subjects, two main themes were formulated: Collaborative Growth in the Face of Resource Challenges and Turning Doubt into Growth. The findings indicate that non-TLE teachers encountered significant challenges while teaching TLE subjects outside their area of expertise. These challenges included a lack of specialized knowledge, insufficient resources, and limited access to necessary equipment. This study highlights non-TLE teachers' challenges when teaching outside their expertise, including limited resources, insufficient knowledge, and pressure to adapt to new curriculum demands. The key recommendation emerging from this study is the implementation of targeted professional development and mentorship programs to address these issues. To further empower non-TLE teachers and ensure quality education delivery in TLE subjects, collaboration, professional development, mentorship, and technology integration are crucial.
Keywords: Non-TLE teachers, out-of-field teaching, lived experiences, TLE (Technology and Livelihood Education), teaching challenges