Teaching Non-Major Subjects: Lived Experiences of DepEd SHS Teachers

  • Egbert G. del Pilar, Dr. Benedicto T. Militante, Jr., J.D


Senior high school in the Philippines is in its second year of implementation. The course subjects
in senior high school K to 12 curriculum are grouped into core, specialized, and applied subjects. Teachers,
who were mostly new, were hired based on area of specialization. They were required to undergo almost a
month-long series of trainings on common topics and general academic subjects based on their major.
However, upon deployment in the school or station, some of them were assigned to teach subjects that are not
their field of specialization. Along other concerns in the new curriculum, they are to face this challenge.
Grounded on Bandura’s Social Cognitive Learning Theory, this study delved on the lived experiences of
teachers teaching subjects outside their area of specialization. Collaizzi’s strategy of descriptive
phenomenology was utilized in exploring and interpreting the practices, challenges, coping mechanisms, and
significance of experience. The study used purposive sampling technique where data was confirmed based on
in-depth one-on-one semi-structured interviews among teachers from three senior high schools in a municipal
district in DepEd Leyte Division, Eastern Visayas. Findings revealed seven (7) interesting themes: “unfamiliar
content, things unknown”; “technical translation”; video clips for teaching and learning”; “extensive reading
and searching”; “internet resourcing”; “ask for help”; and “by learning you will teach, by teaching you will
learn”. The implications of the study may serve as basis to improving teacher education curriculum and policy