Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 12 no. 4 (2023)

Vertical Articulation of Specialization Among Junior High School Teachers: A Phenomenology

Jephuneh Jade Nemeño | Martina Salazar | Rosalem Ricaplaza | Cyril Cabello

Discipline: Education

 

Abstract:

Teaching is a difficult profession. In addition to being adept at interacting with students, teachers must be able to adapt to the ever-changing curriculum in their field. However, it is very evident that there are many teachers who are assigned to teach subjects outside their specialty. This phenomenological study aims to examine the endeavor and adjustment or adaptation of teachers teaching non-specialized subjects. This study is using phenomenology. The participants were chosen using a purposive-sampling technique. This study is based on the research-based CANNAS theory of Connectedness, Awareness, Needs Analysis, Negotiation, Action and Support. The researchers used a semi-structured questionnaire in collecting data from the ten (10) teachers of Bitoon National Vocational High School- Dumanjug, Cebu. Interpretative Phenomenological Analysis (IPA) was used to analyze the data gathered. The result presented three (3) key themes namely: (1) the unforeseen hustle; (2) the contemporary aid; and (3) the proposal. To address these issues, teachers should focus solely on their major. On the other hand, administrators must be unbiased in giving teaching loads to teachers based on their qualifications. This analysis can serve as an enlightenment among higher officials in the department of education so that management plan can be crafted to effectively communicate the needs of the teachers teaching subjects not of their area of expertise.



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