Out-of-Field Teaching: A Grounded Theory

Abstract

Out-of-field teaching has been prevalent around the worldfor decades already but unfortunately less attention has been given untilat present especially on the phenomenon experienced by the involved teachers as its implications greatly affects the quality of education. This study was conducted for the purpose of generating a theory that focuses on the coping mechanisms of the out-of field teachers as their means of withstanding the struggling situation. The Glaserian grounded theory---a qualitative and an inductiveresearch methodwasutilized wherein codes, categories and themes were extracted from the responses of the semi-structured interviews. The said instrument was administered tothe teachers as participants of the study who pass the inclusion-exclusion criteria, being chosen using non-probability sampling design specifically purposive sampling technique. Based on the identified themes that come forth after the analysis, Coping Theory for  Sustained OFT journey was generated that would explain how out-of-field teachers cope up the challenges they face and sustain their struggling journey. This theoryis of huge help to the population of teachers who are still and will be experiencing the phenomenon with the challenges as well as to the policy makers who may provide for possible support especially education system is at constant alteration that compels its key players to adjust.