Authors : Lincoln V. Tan; Mary Daphne P. Silvestre

Volume/Issue : Volume 8 - 2023, Issue 9 - September

Google Scholar : https://tinyurl.com/3em4jyne

Scribd : https://tinyurl.com/2p9hm54y

DOI : https://doi.org/10.5281/zenodo.10054148

Abstract : This study assessed the performance of out- of-field teachers and NAT School Scores of students in the Division of Malaybalay City and the Division of Valencia in the school year 2019-2020. It identified the profile of out-of-field teachers, which seeks the level of mastery in teaching content knowledge, lesson design, and assessment. The descriptive method was employed using Pearson-Product Moment Correlation. Questionnaires through Google form, survey, and interview guide questions were used in the gathering of the data. A five-point Likert Scale was used in the scoring procedure for the teachers and mean school scores of students in the NAT. Findings revealed that as to the profile of the out-of-field teachers, 82% are teacher I, with the major field of specialization being Social studies. However, the content during the undergraduate studies is different from the content taught in the K-12 curriculum. Teacher's level of mastery of content knowledge, lesson design, and assessment is average. There is no significant relationship between the level of mastery of teachers and the NAT school scores of students. As to the challenges encountered by the OOF teachers, content knowledge is the most difficult teaching transaction intertwined with lesson design and assessment. Challenges encountered are all confined to the fact that their content knowledge is no longer aligned with the content taught to the K-12 curriculum. Their difficulty in content knowledge hinders them from using varied teaching strategies and assessment which is limited to paper and pen test.

Keywords : Out-of-Field Teachers, Content Knowledge, Pedagogy, Assessment, NAT School Scores.