1

CHAPTER I

THE PROBLEM

Introduction

The Philippine educational system has radically and proactively

incorporated a wide range of tactics and methods to help teachers fulfill their

roles as knowledge providers. Due to their poor preparation in their respective

fields, many teachers in our educational system today are having trouble in

teaching and dealing with challenging situations. The demand for teachers

makes it clear that teaching is very much in style. Because they love and are

committed to doing their sworn duties, many teachers find that teaching is a job

that they enjoy. However, some teachers—particularly those who are newly hired

—experience tremendous levels of stress.

Teaching Physical Education (PE) is a crucial thing to do because the

subject itself pertains to improving the physical health of the students, a lot of

methods and strategies should be adopted in teaching P.E. Physical education is

the only subject in schools that helps the physical and emotional health of the

students that is why it needs that the teachers should be equipped with

knowledge and has expertise of the field. However, some schools have been

having a hard time to hire PE major teachers especially in rural areas. When

teachers instruct students in areas or grade levels for which they have not

received official training, this is known as "out-of-field teaching."

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Teaching outside of one's profession is frequently caused by structural

problems with teacher availability and demand. deCourcy et al., (2022) have

stated the reason behind the insufficient number of teachers in the Philippines.

Considering the growing stressful work environment teachers are forced to

endure, there are not enough skilled educators ready to accept the going rate of

pay.

According to Hobbs et al., (2019), the difficulty for initial teacher

preparation is to give students numerous chances to learn or build new skills,

identities, temperaments, and knowledge that will allow them to recognize the

learning potential, coping strategies, and personal resources that will be required

to manage teaching outside of one's field. Ahmad (2016) also stated that

teaching physical education in many nations has a number of difficulties,

including diminishing teaching time, curricula, a lack of equipment, and

teachers', students', and parents' disapproval of physical education.

Physical Education is really an important subject which also promotes

physical health for the students. It is supported by the Article XIV Section 19 of

the 1987 constitution which states that

“the State shall promote physical education and encourage sports

programs, league competitions, and amateur sports, including training for
international competitions, to foster self-discipline, teamwork, and
excellence for the development of a healthy and alert citizenry. All
educational institutions shall undertake regular sports activities
throughout the country in cooperation with athletic clubs and other
sectors.”
 3

As per the qualifications of being a teacher, DepEd has also

released a minimum qualification for teachers. As per Memorandum No.78

s. 2018,

“School teaching personnel in pre-school, elementary and

secondary level of basic education in all private schools shall possess
appropriate educational qualifications and must pass the Licensure
Examination for Teachers (LET)”.
Furthermore, there is also a memorandum for hiring teachers for School

Year 2022-2023. As per No. 76 s. 2022,

“In relation to this, the schools division superintendents (SDSs),

as the appointing authority, shall appoint the right people for the right
job at the right time, by strictly adhering to the principles of merit,
fitness, competence, equal opportunity, transparency, and accountability.
The recruitment, selection, and appointment (RSA) of new teachers shall
be done judiciously and expeditiously”.
Lastly, DepEd has also produced a merit selection plan which is part of the

memorandum No. 019 s 2022. It states that

”…which establishes a competency-based Agency Merit Selection

Plan to ensure that in all governance levels the Department hires and
retains the right people for the right job at the right time, by strictly
adhering to the principles of merit, fitness, competence, equal
opportunity, transparency, and accountability.”
With this, it is evident how the importance of PE prevails throughout the

courses of each grade level. It can be asserted that Physical Education shall

always be included in the priorities especially in allocating teachers to teach the

subject efficiently. Hence, the study will assess the issues and challenges

encountered by out-of-field Physical Education teachers and as well as the way

they deliver the lessons. Both factors and dimensions will be assessed based on

the comparison of application to the out-of-field teachers.

 4

The study is conducted at San Pascual North since there are situations

wherein PE subjects were taught by non-Physical Education majors. With this,

the researcher was motivated to determine whether it has an impact towards

teaching the subject area.

Statement of the Problem

The study investigated the perceived issues and challenges of out-of-field

Physical Education teachers teaching Physical Education subjects in San Pascual

North District, Division of Masbate, School Year 2022-2023.

Specifically, it answered the following questions:

1. What are the issues encountered by out-of-field Physical Education

teachers in teaching Physical Education subjects along;

a. Learning Environment

b. Student Assessment;

c. Mastery of Content; and

d. Pedagogy?

2. What are the challenges faced by out-of-field Physical Education

teachers in teaching Physical Education subjects in terms of;

a. Competence Level;

b. Student Learning Outcomes;

c. Activities; and

d. Supervisory Assistance?
 5

3. What coping mechanisms do the out-of-field Physical Education

teachers adapt to lessen the issues and challenges?

4. To what extent do coping mechanism influence or affect issues and

challenges?

5. What policy recommendations may be formulated to address the issues

and challenges encountered by out-of-field Physical Education teachers?

Assumptions

This study is anchored on the following assumptions:

1. There are issues that are encountered by out-of-field P.E teachers in

teaching Physical Education subjects that may be assessed through a set of

indicators.

2. There are challenges faced by out-of-field Physical Education teachers

in teaching Physical Education subjects that can be measured through a set of

criteria.

3. There are coping mechanisms that out-of-field Physical Education

teachers can adapt to lessen the challenges in teaching P.E subjects.

4. There are policy recommendations that may be formulated to address

the issues and challenges encountered by out-of-field Physical Education

teachers.
 6

Hypothesis

This study is premised on the hypothesis that there is a significant

influence between the coping mechanism and the issues and challenges

experienced by the out-of-field Physical Education teachers.

Significance of the Study

This study is deemed beneficial to the following individuals and institutions

entities namely:

Physical Education Teachers .This study guides the teachers as the study

provides results on the encountered issues and challenges of teaching the

Physical Education Subject. It provides essence on the aspect of the problems

encountered which can be utilized to counteract the stated problems. This can be

of help for the betterment of teaching Physical Education.

Students. It can serve as guide to the students as this study specifically

examines the level of issues and challenges experienced by the teachers in

teaching Physical Education. They can utilize the findings to form better ideas on

how to better provide experiences which can also be used for the improvement

of the teaching.

Parents. This study will allow the parents to be acquainted with the

different physical activities that will enhance children’s physical fitness since

some activities given in the competency-based modules were designed for

remediation or enrichment done at home.

 7

School Heads. The study can help the school heads to know the challenges

and issues experienced by the teachers with PE knowledge. Knowing this may be

of guide to produce a better school system that will be flexible for the Out-of-

Field PE teachers and PE teachers.

DepEd Masbate Province Officials. The findings of the study will provide

the DepEd Masbate Province officials with the actual status of the challenges as

well as issues experienced by the Non-PE and PE teachers which will be used as

a basis for policy recommendation that will benefit both the learners and

teachers.

Human Resource Office. This study can help the DepEd Masbate Province,

Human Resource Office as their guide in hiring the reliable workforce for a

designated task. Hence, it will also be a basis as to the training proper for the

future employees.

Other Researchers. This may give insights to future researchers as a

reference of similar and/or related research attempts thereby bringing out

broaden outcome.

Scope and Delimitation

This study focused on issues and challenges encountered by out-of-field

Physical Education teachers teaching PE subject in secondary schools at San

Pascual North District for School Year 2022-2023.

The study includes two variables which are the issues, comprised of the

learning environment, student assessment, mastery of content, and lastly,

 8

pedadogy. The second variable was the challenges in teaching Physical

Education subjects at Secondary Education Schools in San Pascual North District

which is comprised of the assessment for the competence level, the student

learning outcomes, activities, and supervisory assistance. The study was

conducted to mitigate the issues and challenges and be able to recognize the

coping mechanisms applied by the teachers. Furthermore, the respondents of

the study are the out-of-field Physical Education teachers who were assigned to

teach Physical Education subjects from different secondary education schools

such as; San Pascual National High School (A), Adelina P. Laurio National High

School (B), Busing Intergrated School (C), Vicente D. Alburo High School (D),

and Iniwiran Intergrated School (E) at San Pascual North District for the School

Year 2022 - 2023.

The study was delimited to high school teachers teaching other learning

areas and sport coaches not teaching Physical Education.

Definition of Terms

To understand the terms utilized in this study, some of the key terms

were defined as:

Issues. A topic or issue on which people are reflecting and conversing.

(Cambridge Dictionary, n.d.). This is also utilized in the study as one of the

independent variables. It is defined as the casualties that occurs in teaching the

subject matter.
 9

Learning Environment. A classroom alone is not a learning

environment. In addition to feeling secure and encouraged in their quest

for knowledge, students might be inspired by their surroundings in this

setting. (Western Governors University, 2021). In this study, it refers to

the place where the learning activity happens.

Student Assessment. This refers to the vast range of techniques or

instruments that is employed to assess, gauge, and record academic

preparedness, learning progress, acquisition of skills, or educational

requirements. (Mcleod, 2015). In this study, this stands for the

instruments and learning activities that assess the performance of the

learners.

Mastery of Content. This is used to describe situations in which

students can show that they have mastered important concepts from a

course as they get ready to apply or exhibit what they have learned. A

thorough comprehension of the topic being learnt is referred to as content

mastery. (Mcgill, J.,2022). In this study, it refers to the understanding of

the lesson in physical education that needs to be taught.

Pedagogy. A style of instruction where teachers instruct students

both theoretically and practically. It is influenced by educators' teaching

philosophies and includes their knowledge of cultural differences and

various learning styles. (Mcpheat, S.,2022). In this study it refers to the

 10

methodologies and strategies adopted by the teachers in teaching Physical

Education.

Challenges. (the condition of being presented with) something that tries

a person's ability because it requires a lot of mental or physical effort to

complete. Hence, it is also defined as a variable that pertains to the problems

that the teachers have faced in the course of teaching the subject matter.

Competence Level. It establishes a benchmark. Levels may be

generic or, more frequently, specific to a certain topic, in which instance

they are evaluated for abilities in that area. The ability to apply or employ

the collection of linked information, skills, and abilities necessary to carry

out "important work functions" successfully is known as competence.

(Hussain et al., 2022). In this study, it refers to the classroom

management, instructional delivery, assessment and personal

competencies of the Physical Education teacher.

Student Learning Outcomes. It is the learner's quantifiable skills,

attitudes, and knowledge as a result of engaging in educational activities.

(Peck, 2021). In this study, it refers to the assessment which will evaluate

the level of the mastery of the learners.

Activities Implemented. Implementation is the execution of

deliberate, planned actions that benefit people in the real world. It

involves carrying out a plan—both the "what" and the "how." (CES, n.d.).
 11

In this study, it describes how the activities were implemented by the

Physical Education teaher.

Supervisory Assistance. The principal's instructional oversight of the

teacher's lesson record, facilitation abilities, and other factors are the key

areas of concentration. (Sule, et al., 2015). In this study, it refers to the

administration support given to the Physical Education teachers in

implementing Physical Education.

Physical Education (PE). It is a subject covered in classrooms all across

the world. In order to enhance health and physical fitness, it is typically taught in

primary and secondary education. It emphasizes psychomotor learning by

employing a play and movement exploration context. (Education Bureau., 2021).

It is the main subject chosen for the study that the teachers instruct in school,

the term P.E will be used in succeeding pages.

Out-of-field PE Teachers. This is defined as trained instructors

instructing students in disciplines in which they lack formal training preparation

(Shimon et al., 2003). They are the main concern of this study.
 12

NOTES

Ahmad M. Oudat (2016) Challenges Facing Physical Education Teachers in

Jordan from Perspective of the Teachers Themselves. Advances in Physical
Education, 6, 43-51. doi: 10.4236/ape.2016.62005.
Saramie Belleza, & Ronal Ompoc, & Catherine Vestil (2021). Challenges of
PE Teachers to Educational Technologies in New Normal: The Changing Role of
Teachers. International Journal of Research Publications. 86.
10.47119/IJRP1008611020212320.
Cambridge Dictionary. (n.d.). Meaning of Issues in English.
https://dictionary.cambridge.org/us/dictionary/english/issue. Retrieved on August
8, 2022.
CES. (n.d.). What is Implementation? | The. CES Guide to
Implementation.https://implementation.effectiveservices.org/overview/what-is-
implementation

Chunlei Lu, Joe Barett, Olivia Lu. (2020). Teaching Physical Education
Teacher Education (PETE) Online: Challenges and Solutions. Brock Education: A
Journal of Educational Research and Practice, 29(2), 13-17

K. deCourcy & J. Schmitt2022). The pandemic has exacerbated a long-

standing national shortage of teachers. Economic Policy Institute.
https://www.epi.org/publication/shortage-of-teachers/

Education Bureau. (2021). Physical Education https://www.edb.gov.hk/

en/curriculum-development/kla/physical education/index.html

S. Heidari, T. F. Babor, P. De Castro, S. Tort, & M. Curno (2016). Sex and

gender equity in research: rationale for the SAGER guidelines and recommended
use. Research integrity and peer review, 1(1), 1-9.

L. Hobbs, & G. Törner (2019). The Out-of-Field Phenomenon: Synthesis

and Taking Action. Examining the Phenomenon of “Teaching Out-of-Field”, 309–
322. doi:10.1007/978-981-13-3366-8_12 

T. Hussain, N. Abid, & A. Samuel (2020). Competence Analysis of

Elementary School Teachers with Respect to Effective Communication and
Proficient Use of Information Communication Technologies. Bulletin of Education
and Research, 42(3), 117-130.

J. McGill (2022). Why Students Need Content Mastery to Grasp Learning

Material. LeadFuze. https://www.leadfuze.com/content-mastery/
 13

S. Mcpheat (2022). What is Pedagogy In Education And Learning? |

Skillshub. Skillshub.com. https://www.skillshub.com/what-is-pedagogy-in-
education-and-learning/

G. A. McLeod, J. Barr & A. Welch(2015). Best Practice for Teaching and

Learning Strategies to Facilitate Student Reflection in Pre-Registration Health
Professional Education: An Integrative Review. Creative Education, 06(04), 440–
454. https://doi.org/10.4236/ce.2015.64044

J. Shimon, & P. Brawdy (2003). Out-of-Field Teaching in Physical

Education Teacher Education: Should We Be Concerned? Journal of Physical
Education, Recreation & Dance, 74(3), 12–15.
doi:10.1080/07303084.2003.10608462

J. Stern (2020). Introduction to online teaching and learning. Retrieved on

August 8, 2022..

M. A. Sule, A. Eyiene, & M. E Egbai, (2015). Instructional Supervisory

Practices and Teachers' Role Effectiveness in Public Secondary Schools in Calabar
South Local Government Area of Cross River State, Nigeria. Journal of Education
and Practice, 6(23), 43-47.

Western Governors University. (2021, December 9). 3 Types of Learning

Environments. https://www.wgu.edu/blog/3-types-
learningenvironments2111.html#open SubscriberModal

Your Dictionary. (n.d.). Field-of-study Definitions | What does field-of-

study mean? | Best 1 Definitions of Field-of-study.
https://www.yourdictionary.com/field-of-study
 14

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews the literature and studies consisting of local and

international materials related to the study. They were gathered from reliable

sources such as published journal articles, recent studies, thesis, dissertations,

and etc.

Issues Encountered by Teachers

This topic represents the issues faced by out-of-field PE teachers towards

teaching the PE subject as well as the PE teachers teaching the subject for

comparison. All of the related literature and studies are deemed within the range

of 5 years.

As per Hobbs et al., (2019), instances of out-of-field professors are

frequently discovered using the quantitative data, however the qualitative data

might highlight crucial themes. Given the stringent rules that many nations have

on what qualifies as a topic specialist, it can be argued that out-of-field teaching

is outside the purview of basic teacher education. When university entrance and

teacher registration standards dictate what qualifies as a "teacher" and the

instructors' specialization, the tension between general and subject-specific

conceptualizations of teaching is, nevertheless, particularly deep for initial

teacher education.
 15

Numerous institutional organizations throughout the world are reporting

that online learning is a commonly preferred teaching approach. Enrollment in

online programs, for example, has increased from 2 million in 2003 to 6.7 million

in 2014. Unfortunately, for teachers and students, online practical courses (OPC)

in physical education (PE) are difficult to teach and learn. Several studies have

found that online course interaction between students and instructors is unequal

to that in traditional classroom settings, making student involvement difficult.

Practical exercises in PE, in particular, include issues that move the body,

enhance personal health, decrease stress, and help people overcome mental

barriers. Yu, J., & Jee, Y., (2020).

The significance of supplying youth with chances to be fit and healthy

across the day is demonstrated by the advantages of even modest physical

activity (PA). Since it touches virtually all youths who engage roughly half of their

entire day in school. Thus, schools include a highly useful place for fostering

Physical Activity among kids. During a typical school day, children have five

chances to be physically active. Physical education programs, recess, active

transportation in between school, afterschool activities, and in-class activity

breaks are all examples of these chances, Cooper et al., (2016).

The physical is an essential component of every person, so in physical

education, it must be treated with specific pedagogical goals that go beyond

biological and physiological considerations. Physical activity does not

automatically instill values; rather, it requires the development of an ethical

 16

foundation based on extremely specific and well-defined social goals. Here,

pedagogical teaching methods, particularly CL, which has already shown promise

in improving student relationships, motivation, and learning environments, are

required. (Hortiguela-Alcala et al., 2020).

Teachers' research interests today are diverse and not restricted to just

educational programs like instruction, evaluation, and grading activities.

Additionally, teachers must complete tasks related to planning for learning and

teaching, creating lesson activities and strategies, interacting with partner

organizations, and establishing effective lines of communication and cooperation

with families, students, and the administration of the school. Nevertheless, while

carrying out these duties and responsibilities, teachers must contend with a

number of issues, including significant variations to educational policies, disputes

with students and families, disputes between teachers and students, poor

physical conditions in the lecture halls, low pay, and an ineffective promotion

system. (Yildirim, 2015).

Thus, the idea and technique of physical culture, as well as the theory and

methodology of the selected type of sport, are not covered in the subject matter

of subject courses, according to long-term observation of the educational

procedure within the system of training physical culture and sports personnel.

They are intellectually underdeveloped and cannot serve as the foundation for

the development of broad techniques of a specialist's action in the formulation

and resolution of problems associated with actual pedagogical activity. So, the
 17

traditional informational approach of information exchange does not enable the

growth of theories and observations in students. (Egamberdievna, 2021).

The involvement that governments contribute to creating PE curricula is a

crucial factor contributing to PE's seeming resistance to change. PE curriculums

do not lack value. These discourses, which carries signals regarding what should

be valued and, consequently, what should be taught for the benefit of society,

mirror the larger ideologies of those in power. Hence, little to no input from the

larger PE profession, including instructors and researchers, is generally given

when developing curricula. Also, the government and associated national

education agencies have ultimate influence over policy formation, as opposed to

the teachers and academics who are occasionally invited to participate. (Ruin et

al., 2021).

In accordance to the study of Gray et al., (2022), in the past, the

importance of physical education has been questioned in relation to young

people's education in schools, especially in environments where 'academic' topics

and skills are emphasized. This viewpoint is predicated on the idea that PE has a

potential to be utilized, meaning that it provides services to attain particular

goals, such as those pertaining to the body or skill development, rather than

having intrinsic value. Nevertheless, those who work in the profession may not

share this opinion. The goals and objectives of physical education have been

contested for decades, with many claims being made about its educational

usefulness.
 18

As the world have gone by the pandemic, teaching physical education

(PE) has faced a number of difficulties as a result of the COVID-19 epidemic that

have impacted how the subject is delivered. For instance, it has been suggested

in schools that pupils keep their distance from one another and refrain from

physical contact. The birth of COVID-19 was a result of the requirement to

review the practises and modifications in school PE. Some nations, including

Spain and Brazil, have investigated the changes in PE. More research is required

in Sweden, especially in light of the choice to keep schools open during the

pandemic for grades 1 through 9. Traditionally, the structural makeup of PE has

gone through frequent changes. The study of physical education has undergone

significant changes in Sweden from the early 19th century to the present.

(Kamoga et al., 2022).

The MAPEH subject is one of the numerous subjects that the Philippine

Department of Education offers. MAPEH, which stands for music, arts, physical

education, and health, is a combined subject given in high schools in the

Philippines. The MAPEH subject, in addition to its lofty and practical substance,

completes the many facets of human life by promoting a person's cultural,

humanistic, and physical well-being. One of the most significant aspects

influencing a students' performance is the classroom atmosphere. Simply put,

when students see their learning environment as encouraging and positive, they

perform better academically. Students who feel a feeling of belonging, trust

 19

others, and are inspired to take on challenges, take chances, and ask questions

are in a positive atmosphere. (Bucholz & Sheffler, 2017).

In addition to this, Physical education or PE is by its very nature a

challenging subject to instruct.  PE teachers intentionally strive to achieve a

number of aims in this diverse and challenging work. The curriculum emphasized

the importance of critical thinking growth in students' personal and social well-

being, as well as physical activity. It is indeed possible that physical education

instructors' teaching preferences are as follows:  impacted by their motivation to

encourage their pupils' entertaining, learning, or motivational experiences in

connection to that style.  Prior quantitative research shown that PE instructors'

perceptions of the advantages of each of the teaching methods can impact their

teaching choices. Syrmpas, I., Digelidis, N., Watt, A., & Vicars, M., (2017).

PE may be the best topic in the school curriculum for fostering genuine

convergence of all three learning areas. External concerns such as insufficient

support and exclusion within the curriculum can also affect the emphasis and

quality of PE. In support of this, "The physically literate individual demonstrates

appropriate personal and social conduct that respects self and others," stated by

the US national standards for physical education (PE). This is a requirement for

PE teachers to assist pupils in learning and practicing appropriate behavior.

However, in comparison to other national standards, this part of PE is currently

under-emphasized. Wright, P. M., & Irwin, C., (2018).

 20

Accordingly, Subang (2022) claimed that the educational standard, how

students learn, their willingness to study, and how teachers teach are all

significantly influenced by assessment. Formative evaluation is a continuous

process that involves modification and adjustment all through the course, while

summative evaluation takes place at the conclusion of the course. Academic

institutions are where this is most frequently employed. A crucial part of learning

is assessment since it supports student learning and assesses whether or not

educational objectives are being accomplished. Thus, it aids administrators and

teachers in enhancing curriculum and curriculum design.

For many instructors, teaching music, art, physical education, and health

(MAPEH) is both rewarding and hard. It takes a rigorous approach to developing

professional knowledge that put PEHM teachers on level with those who excel in

their ability to teach. The instructor uses a variety of teaching techniques,

educational tools, content knowledge, and evaluation methods in accordance

with the various MAPEH elements. Furthermore, teachers must possess the

background knowledge required to successfully execute the K–12 Curriculum

(DepEd Order 42, s.2017). The issue is that PEHM teachers were instructing

MAPEH during the K–12 Curriculum rollout. The PEHM instructors that taught

MAPEH were accomplished coaches, speakers, trainers, renowned researchers,

and creators of ground-breaking programmes that touched every corner of the

nation. (Silvestre et al., 2020).

 21

Daga (2021) claimed as well that the K–12 curriculum includes a topic

area called MAPEH, which was named by its constituent subjects: music, art,

physical education, and health. In hopes of enhancing the application of the

MAPEH curriculum based on the viewpoints of the high school MAPEH teachers,

it is important to pay attention to the status of the MAPEH teachers. The

Improved Basic Education K to 12 Curriculum, also known as RA 10533, was put

into effect, but there were certain issues that arose during that process. Some of

the issues include a shortage of teacher manuals, crowded classrooms, and

schools with inadequate classroom space to accommodate all pupils, among

others.

Augusto (2019) which claimed that their assertions that they lack the

knowledge and competence necessary for the given subject contribute to the

difficulties the out-of-field mentor faces. This study sought to describe and

explore the lived experience of the mentors who are mentoring discipline or

subject that is out of their specialization. It unearthed the struggles, survival

mechanism and how it affects mentoring of the out-of-field mentors.

According to Laxdal, A.G. (2020), the development of self-regulation in

pupils can either be aided or hindered by the learning environment, depending

on how it is structured. Examining students' perspectives and perceptions of their

learning environment as they respond to what they perceive as relevant could

advance our collective description of the nature. As a result of their location

inside the environment, the amount of time spent there, and their previous
 22

experiences within various contexts, the students' perceptions might be seen as

a reliable predictor of the actual situation. The motivating aspects of the learning

environment have received the majority of the attention in the existing research

in the PE context, leaving the larger domain open to additional exploration.

Furthermore, the constructivist teacher is someone who is self-assured,

open-minded, and embraces a distinct approach to implementing the traditional

discipline comprehension that can alter itself per the innovations of the age.

They also take into account personal differences in learning processes, offer

suitable learning environments, and engage in collaborative learning with

students. Not only are teachers and students the major actors in the

constructivist method, but also learning environments. Learning surroundings

influence whether learners are successful in understanding the meaning of the

knowledge either positively or negatively. If the learning environment is set up in

line with the child's developmental phases, it will determine if this contribution is

beneficial or negative. The importance of the teacher in the constructivist setting

has contributed to the positive learning environments found in teacher

preparation programs. Ozgul et al., (2018).

In this study, the learning environment (LE) is defined as "the working

climate that dominates throughout a teaching session and that is reflected by the

level of participation of participants in performing needed tasks" and is a

component of the teaching efficacy paradigm. The learner is viewed as being in

the center of the LE, exhibiting enthusiasm, care, deviance, apathy, or

 23

inconsistent behavior. The setting and activity variables, as well as the actions

taken by students and trainee teachers throughout a session, have an impact on

student engagement. Less than 75% of class time is spent on cognitive and

motor learning activities, according to other studies that analyzed academic

learning time, and students spend more time organizing than participating in

motor learning activities. Desbiens et al., (2015).

Academic success of students, the establishment and upkeep of a

productive learning environment, the availability of pertinent learning tasks

tailored to the needs of the learners, and active class management are all

significantly impacted by teaching competency. For different classroom settings,

such playgrounds and gymnasiums, physical education classes require more

organized and qualified teaching techniques. However, a lot of physical

education instructors are not proficient in fundamental teaching techniques

including setting up a learning atmosphere, giving assignments, and using

different teaching aids. Academic success of students, the establishment and

upkeep of a productive learning environment, the provision of pertinent learning

tasks tailored to the needs of the learners, and active class management are all

significantly impacted by teaching competency. For different classroom settings,

such playgrounds and gymnasiums, physical education classes require more

organized and qualified teaching techniques. Kim, C. M., & Kwak, E. C. (2022).

Additionally, the learning environment influences physical activity, which

in turn affects students' levels of physical fitness and mental health. Because of
 24

the physical differences and differences in population density between urban and

rural places, educational settings have varied learning environments in them. It

is thought that the environment can affect physical activity, particularly those

activities related to the environment in which individuals live, frequently traveled

highways, and the educational environment. In terms of facilities, urban learning

environments typically outpace rural ones. Rural locations have a wider physical

environment than metropolitan areas, nonetheless, in terms of area. Chaeroni et

al., (2021).

However, according to Baek, J. H., Keath, A., & Elliott, E. (2018),

technologies such as numerous mobile applications, to mention a few, are used

in the field of sport and physical education (PE). Some PE teachers resist utilizing

technology as they believe it will detract from the subject's main goal and that

successful teaching can be accomplished without it. Evidently, technology may

reduce physical activity time, but the goal of physical education is to leads to

higher levels literate individuals who have the knowledge, skills, and esteem to

engage in healthy physical activity for the rest of their lives.

On this notion, Yulianti, M., Makorohim, M. F., & Nasution, R. M. (2020)

have stated that teaching exercises are essential tasks for each aspiring teacher.

To satisfy the criteria, each student or future teacher must be able to grasp all of

the fundamental teaching abilities. While conducting the Field Experience

Program activities, these skills will be supplied during provisioning in the form of

restricted instruction in the manner of micro teaching. According to the findings,

 25

Physical Education students have a high level of difficulty in the different factors

of having to learn preparation plans, specifically in the composition of learning

objectives, identifying and arranging teaching materials, and other specified

learning methodologies.

Paolini (2015) stated as well that more so than the amount of topics

addressed in class, teaching material has a greater impact on student learning.

Teaching content and methods are intricately intertwined and reliant. By

participating in discussions and activities that assist students learn and retain the

content, placing an emphasis on quality aids students in developing a mastery

understanding of the themes. Successful teachers vary instruction for a range of

student learning styles by utilising a variety of learning modalities. Some contend

that it is the responsibility of schools to accommodate each student's

developmental needs.

Furthermore, some scholars have advocated for an approach that

prioritizes meaning and purpose in physical education citing concerns that

prevailing forms of physical education teacher education (PETE) are not

satisfactorily supplying teachers with the tools they need to work with the

complexities and difficulties of teaching physical education in terms of

curriculum. Recent data demonstrates that the present dominant type of physical

education has little impact on young people's lives, indicating the need for a new

version of physical education that reacts to and is appropriate and beneficial to

pupils. As a result of this, the researchers have relied on the work of physical
 26

education researchers who have advocated for the implementation of an

approach that prioritizes meaningful engagement in physical education on a

conceptual or philosophical level to meet this requirement. Ní Chróinín, D.,

Fletcher, T., & O’Sullivan, M. (2018).

With regards to the assessments of students and educators, the teachers

reported that the addition of assessment gave the planning, teaching, and

learning processes more structure and concentration and improved both teaching

and children's learning. They came to the conclusion that the implementation of

evaluation techniques improved the standard of physical education instruction

and learning. Lessons were easier to manage and organize as a result of greater

planning, according to teachers, which freed them up to concentrate on how well

the lessons advanced students toward their stated learning objectives. When

teachers employed the learning-task assessment framework, they also reported

feeling more motivated and energized. Cheng, Lena & Lund, Jacalyn. (2018).

Furthermore, Assessment for learning (AfL) is currently promoted as a

means of enhancing goal achievement in the majority of educational topics

throughout the Western world. In recent years, the idea has drawn more

attention in the international research area of physical education (PE). The

research identifies five variations of AfL in PE, each designated for one of its

most salient characteristics or purposes. These variations are Empowerment,

Physical Activation, Constructive Alignment, Grade Generation, and Negotiation.

The very people who engage in discursive practices are among their products,
 27

according to this statement. Distinct AfL approaches encourage different types of

learning, including (I) enhanced autonomy, (ii) engagement in a community of

practice, (iii) acquisition of predetermined skills, (iv) adherence to standards, and

(v) group development. Tolgfors, B., (2018).

Challenges Encountered by Teachers

Teachers have the most important role in a student life. They are the ones

who mold the character of their students and contribute to raising educated,

sane and responsible citizens of our country. This makes teacher jobs valuable

and significant as they have the opportunity to impact the lives of students and

the future of the country. But at the same time, this makes teacher jobs

challenging and full of responsibility. They come across many obstacles, hurdles,

and challenges as given below regardless of their major, experience and teaching

methodologies, etc.

As per Du Plessis (2015), efficacy in the classroom, teacher quality, and

excellent teaching are all topics that are currently receiving focus on a global

scale. Teachers who are ''assigned to teach subjects for which they have no

training or education'' are referred to as being in the out-of-field issue. Student

support has definitely been a struggle for out-of-field teachers. "Our young

teachers do not know how to manage and control pupils," he says, voicing his

worries about behavioral difficulties and poor classroom management in these

situations.
 28

According to Kenny et al., (2019), several teachers throughout the world

struggle with this difficulty at some point in their careers. Nevertheless, a variety

of circumstances will determine whether they are inspired to pursue formal

professional development as more credentials in this field. Others saw it as a test

or an opportunity to improve their teaching skills. The findings demonstrate that

teachers' experiences with out-of-field instruction have varied, as have their

identities with respect to expressing personal out-of-field roles, their motivations

for enrolling in the program, their perceived levels of pedagogical and

instructional knowledge, and their access to various types of supports.

The tedium of the classes within their constrained environmental

conditions, the inadequate educational substance that did not properly

emphasize the importance of physical education, and the nationwide application

of trial-and-error methods as a result of a lack of experience in running online

physical education classes were among the challenges of operating middle and

high school physical education classes for the first time. (Jeong & So, 2020).

Osborne et al., (2016) have stated as well that to execute a well-balanced

PE organization that encourages cross-curricular learning, is unique, and allows

all students to enhance their different abilities and form healthy lifelong habits,

teachers must be qualified. Although physical education (PE) in schools is crucial

and a good place to start encouraging lifetime physical activity involvement, it

only has a small amount of curricular time allotted to it, making it unable to

address all of the demands of students. Building strategic alliances between

 29

schools and community makes a positive contribution to giving kids plenty of

options. The education system is viewed as a component of the processes and

subsystems that make up the inputs;

Hobbs (2013) stated that teaching the material needs understanding of

the curriculum, instructional techniques, methodological concerns, and how to

make the subject engaging for the students. Many of the professors cited to a

lack of this information as their rationale for feeling out-of-field. Having a

curriculum sheet or syllabus that guides what needs to be taught, teaching

tactics and exercises made Rebecca feel less out-of-field.

Furthermore, Physical education instructors have access to current

curriculum and initiatives. It is a chance to tailor lesson plans and activities to the

interests and needs of students and working situations.  However, most teachers

do not take advantage of this opportunity. The findings of the study show that

physical education instruction is dull and repetitive, and that physical education

teachers do not work hard enough to push pupils to work. Students are more

engaged when the instructor takes the initiative, decides on the sort of activity

ahead of time, and produces material. Pantović, M., Pavlović, R., & Joksimović,

M., (2018).

Physical infrastructure and tool availability issues are among the

challenges experienced by PE teachers when conducting activities for PE

evaluation; as a result, some evaluation activities were carried out under subpar

conditions. PE instructors used substitute equipment to get around these

 30

restrictions. Nonetheless, they were aware that the outcomes would be less

precise. The absence of a room or area where the Physical assessment activities

could be carried out was another obstacle these teachers had to overcome. Class

size was another another obstacle that PE teachers had to overcome when

putting PE for SBA assessment activities into reality. PE instructors must solve

the issue in order to finish the curriculum when conducting the evaluation. This is

due to the fact that they must devote additional attention on the topics that were

evaluated. (Veloo et al., 2016).

As per Aguinaldo (2021), due to the special characteristics of physical

education (PE), including the relevance of performing physical movements, the

lack of available time, space, and resources for training, the deployment of

online classes in PE has posed significant obstacles for the teachers. Physical

education online practical classes (OPC) are challenging for both teachers and

students to learn. Students need movement in PE to improve their own physical

and mental well-being, reduce stress, and overcome obstacles. Every day there

is conflict between the instructors and the pupils. According to reports, there is

less interaction between students and teachers than in a regular classroom,

which makes it challenging to engage kids.

Demirhan et al., (2014) have stated as well that the physical education

curricula of schools are also modified as part of social changes with the goal of

improving education and fostering student success. Physical education curricula

are standard-based, but there is no educational correspondence between the

 31

standards and the subject matter instructed in lessons and assessments.

Additionally, there is no instructional alignment between the objectives of

teaching and the learning activities students engage in to achieve the standards.

As a result, instructional alignment is a must for effective physical education in

schools. The degree to which new value, instructional processes, and

instructional assessment are compatible is known as instructional alignment.

Physical education is distinctly separate from disciplines that are

knowledge-based and focused on physical activity. In order to effectively

communicate and implemented the values of physical education, online physical

education classes need unique setup and operation. There is a need to assess if

online physical education classes are indeed being held and effectively

communicating the values of physical education at this time because online

learning and classroom attendance are happening simultaneously throughout the

world. Nevertheless, there have been few prior research on the effectiveness and

potential of online physical education courses. To the best of our knowledge, no

research have looked into the challenges or effective management strategies of

middle and high school online physical education. The majority of previous

studies, however, have primarily examined the effectiveness of college classes,

within specific domains. Jeong et al.,( 2020).

Furthermore, nobody can deny that COVID-19 has altered how education

is viewed. Even before the epidemic, the view of the conventional paradigm has

been challenged by the growing popularity of online institutions and programs in

 32

higher education. Many claimed that online programs were inferior to their "brick

and mortar" counterparts prior to the mandated switch to virtual rather than in-

person training. The current pandemic has compelled higher education

institutions as well as K–12 institutions to reevaluate how to provide a quality

and equitable education. The many benefits of online education are emphasized

by virtual education proponents. These include of giving both regular and

nontraditional students more freedom, lowering the cost of higher education

tuition, diversifying the student body, and improving access to an equal

education. Beard, J., & Konukman, F., (2020).

Considering the pandemic, it was also found out that class professors

frequently state they would rather educate other students. Physical education

should be taught by "specialized teachers," according to those who prefer other

learning areas to it. Primary school physical education specialists confront the

extra difficulty of not having enough time to complete the program. Quality PE in

primary schools is also hampered by teacher preparation and qualification. In

order to split inactive time and get some exercise, PE withdrew from formats that

could be justified from an educational standpoint and became a PA provision. In

cases when an educational approach was tried, student work was analyzed

mostly through video. Being required to watch films of each student's

involvement and potential improvement while simultaneously using them in a

formative way to help teachers plan for upcoming lessons increased the

workload of PE teachers. Ultimately, it seems that the Covid-19 issue increased

 33

the marginalization of PE because it was given less attention as an educational

endeavor. Cruickshank et al., (2021).

Given that the present objective of PE is to help children acquire "the

knowledge, abilities and trust needed to experience a lifetime of healthy physical

activity," PE is a suitable venue to address public health concerns, particularly

decreases in PA caused by the pandemic. Physical teachers faced many

difficulties as a result of the shift to online learning that was sparked by the

pandemic. Teachers in PE, a historically undervalued topic, relied on "trial-and-

error" techniques because they had little to no experience in remote PE

instruction. Even though there has previously been study on effective or high-

quality PE instruction that is in line with students' learning objectives and

supports meeting standards, the vast bulk of this research concentrates on in-

person PE instruction. In-person PE has a distinct focus or objective. (Centeio et

al., 2021).

Children's executive function capacity may be improved through physical

activity. More to encourage the growth of working memory, researchers have

recently recommended for a switch from the long-standing quantitative method,

which largely concentrates on exercise volume, to a descriptive method, in which

physical exercise integrates cognitive and motor tasks. This qualitative approach

is supported by human functioning, which maintains that the body and mind are

intertwined and that physical acts enhance movement memory and planning.

(Oppici et al., 2020).

 34

Out-of-field teaching, which means the process of assigning instructors to

instruct subjects that do not correspond to their training or education, is among

these sources that is least well known. This is important because, if given the

task of teaching subjects in those for which they have little background, highly

qualified teachers might actually lose a lot of their qualifications. Of course,

educators have known about out-of-field learning for a long time. In his ground-

breaking 1963 study The Education of American Teachers, James Conant former

president of Harvard University and inventor of the SAT drew attention to the

pervasive "misuse of teachers" through off-topic assignments. (Avalos, 2016).  

Hence, teaching outside of the classroom is a global phenomenon and

problem. Additionally, despite numerous adjustments aimed at improving

instructor quality, out-of-field instruction has marginally deteriorated recently.

Out-of-field teaching is a significant but hitherto unacknowledged problem in

Filipino schools and the Department of Education as a whole. This may be

because the agency has long used it and hasn't made changes to address the

issues with out-of-field instruction at DepEd schools across the nation. The

credentials and quality of teachers have been criticized by numerous studies,

commissions, and national reports over the previous ten years. (Lopez et al.,

2022).

Sambe (2020) stated that there are a lot of instructors who are giving

classes in subjects unrelated to their expertise. Financial cuts appear to be a

contributing factor in some school systems' acute teacher shortage. The

 35

education system's flaws in administration and other areas are partly to blame.

Although the problem of negligent teacher placement is not new, in the last 20

years it has emerged as one of the main obstacles to high-quality education.

Instructors being given the task of teaching lessons in which they lack expertise

is a problem that affects all schools, from private to public, religious to secular,

rural to urban, to varying degrees.

In the field of education, out-of-field instruction is not well understood.

So, author made the case in his paper on the issue of out-of-field teaching that

individuals are unaware of how difficult and important teaching is. Many people

used the term "out-of-field teaching" to refer to the process of assigning

teachers to teach disciplines in which they lack expertise. One of the main

reasons teachers are given non-specialized courses to teach is because of

conflicts between their qualifications and their assignments, requests from the

teacher union, and a lack of qualified teachers in that area. On the other side,

the definition of "in-field history teaching" is also covered. This refers to the

practice of having teachers who have completed a tertiary degree in history

education teach the subject. (Bugwak, 2021).

The researchers have used a variety of coping mechanisms to get beyond

these obstacles. These include: (1) gaining competence via training, (2) seeking

out coworkers' help, and self-learning/self-motivating. Being a teacher is a

challenging job, so all teacher education programmes should focus on teaching

 36

students how to manage stress. Integration into programmes should be a key

professional competency. (Lagria, 2021).

Coping Mechanism

Coping mechanisms are the patterns and behaviors we fall back on to try

to deal with the issues and challenges. It will be shown here the different related

studies on coping mechanism that will be used to lessen the issues and

challenges encountered by out-of-field physical education teacher.

As per Lagria et al., (2021), the following are some of the coping

strategies used by the out-of-field teachers: (1) gaining competency through

training, (2) soliciting help from fellow educators, and (3)

self-learning/motivating. The ability to manage stress is a vital talent that should

be incorporated as a key professional competence in all teacher education

programmes because teaching is a challenging job. Last but not least, English

teachers from senior high schools who are not in their area advise DEPED to

organise training sessions aimed at enhancing their topic knowledge and

pedagogical abilities. Additionally, they advocate for more teachers in senior high

schools in Eastern Samar's education division.

As a result, in other studies, according to the profiles, the five most

frequently encountered coping strategies used by out-of-field teachers are:

talking to experienced colleagues to get past the difficulty; improvising

instructional materials; discussing the issues with other teachers; spending own
 37

money on resources to survive; and reflecting to identify personal weaknesses

and how to improve (Hobbs et al., 2019).

Thus, administrators have developed a number of coping techniques as a

result of the high rates at which novice instructors, often known as first-year

teachers, are leaving the profession. Teachers who are starting their careers in

the field of education might use these strategies. In a particular area of the

education industry, there is a concern about attrition and a dearth of coping

skills. Coping is seen as a crucial step in the process by which the human body

adjusts to its surroundings. (Dias-Lacy et al., 2017).

As per Pacana (2019), in order to overcome the challenge of out-of-field

teaching, teachers should develop certain coping strategies that involve a variety

of techniques, as it is stated that "Individuals should tend to look for ways to

solve their problems and make life easier." The majority of study participants

understood that the key to solving this problem was to foster positive working

relationships among colleagues. Peer teaching is also seen by many non-field

teachers. When they are unsure or need help, they frequently lean on the

experienced instructors and knowledgeable social studies teachers.

Moreover, it was stated by Ligawad (2022) that limited funding for

physical education and a lack of pedagogical expertise in physical education

instruction were the participants' main problems. While their coping strategies

included growing their professional networks, emphasizing work ethics, and

making lessons engaging for students. The necessity of a teacher placement in

 38

physical education, learning to be flexible as a responsibility, and extending one's

boundaries when teaching physical education were included among the

participants' teaching-related insights.

Accordingly, it is important to empower new instructors and give them

chances to advance their professional skills. Therefore, these teachers need time

to consider and evaluate their methods in order to become competent teachers.

Being a novice teacher should be viewed as the beginning of one's professional

development, and it is important for school personnel to learn patience in order

to allow young teachers to grow, comprehend their roles, and completely

integrate into the teaching and school culture. The majority of the coping skills

they learned were essentially the result of trial and error and were only intended

for survival. Respondents admitted that the procedures used sometimes failed to

work. There were, however, isolated instances of effective coping strategies used

by certain inexperienced teachers. The coping skills of new instructors have been

greatly impacted by their lack of socialization.

Synthesis of the State-of-the-Art

Physical Education is more of an action-based and performance based

subject wherein the teachers are also trained. However, there are instances

where some schools have out-of-field teachers. With that, the researcher has

gathered related studies with regards to the issues and challenges faced by out-

of-field teachers in teaching PE subject.

 39

The studies of Yulianti et al., (2020); Wright & Irwin, (2018);, Baek, et al.,

(2018), and Escomes, et al., (2021) has been found to be related and have the

same views regarding the issues encountered in teaching PE. Physical Education

students have a high level of difficulty in the different factors of having to learn

preparation plans. Moreover, in lined with the recent adjustments provided by

the pandemic, it is in the record of how technologies have been adapted and

implemented in Physical Education. However, some of the studies were different

from the current study as it includes experienced PE majors and not out-of-field

teachers. Hence, the experiences differ as well. Furthermore it also includes the

experiences during the pandemic which is also a factor to the issues

experienced. Hence, the current study tackles the experience of the out-of-field

teachers in the current scenario.

As per Hobbs et al., (2019), Yu, J., & Jee, Y., (2020), Hortiguela-Alcala et

al., (2020), Egamberdievna, (2021), and Syrmpas, I., Digelidis, N., Watt, A., &

Vicars, M., (2017), all had similar findings which states that there is a challenge

in terms of expertise. Lack of expertise is mostly the reason for encountering

challenges in teaching Physical Education. When university entrance and teacher

registration standards dictate what qualifies as a "teacher" and the instructors'

specialization, the tension between general and subject-specific

conceptualizations of teaching is, nevertheless, particularly deep for initial

teacher education. As per the challenges found in teaching Physical Education,

urban physical education teachers encounter a number of challenges, including

 40

inadequate resources, tools, instructional time, and opportunities for professional

development; disengaged, disruptive, and resistant students; and a lack of

administrative support. Hence it can be utilized in the current study especially in

identifying the issues and challenges faced by the teachers. However, the studies

were different from the current study as they focused more on the physical

challenges such as the lack of some materials, etc. Whereas, the current study

tackles the issues and challenges in terms of the variables stated above.

In terms of the coping mechanisms, the study of Lagria et al., (2021),

Hobbs et al., (2019), and Dias-Lacy et al., (2017) were all found similar with the

present study since they all dealt with coping mechanisms. Previous studies

reviewed were different from the present investigation, because respondents of

the previous studies utilized talking to colleagues as a way to cope up and gain

improvement. Moreover, the most common coping mechanism is to have a

training with regard to the subject matter.

Gap Bridged by the Study

None of the studies reflected the rise of Non-PE majors teaching in the

physical education field as well as the issues and challenges encountered due to

lack of knowledge, preparation, and experience from the field. Likewise, none of

the studies proposed a policy recommendation for schools that has out-of-field

teachers teaching Physical Education. Moreover, in terms of the coping

mechanisms, the available studies did not include specific ways as to how the
 41

teachers employed the coping mechanism. It was just stated and not tested for

its efficacy. Hence it was the uniqueness that study bridged.

Theoretical Framework

This study was anchored on the Sociocultural theory of Cognitive

Development by Lev Vygotsky cited by Mcleod (2020) as the main theory, with

the Person Environment Fit Theory by Edwards, Caplan, and Van Harrison as

cited by Arendain et al., (2022) and Path Goal Theory by House cited by

Olowoselu et al., (2019) as supporting theories shown in Figure I

The Sociocultural theory of Cognitive Development by Lev Vygotsky was

used in this study as its major theory. This theory stresses the role of a

knowledgeable other in students’ learning. In the study of McLeod (2020),

teachers are considered as the more Knowledgeable other. The more

knowledgeable other (MKO) alludes to someone who knows more about a

certain thing as compared to the other individual or group. 

However, teachers who studied Physical Education during their college

years are believed to be much more knowledgeable in teaching Physical

Education subjects than those teachers who did not specialize in Physical

Education. Such could affect their issues and challenges in teaching PE subjects

because non-PE teachers did not receive appropriate education in that particular

specialization, not like PE teachers do.

Vygotsky’s Sociocultural Theory

(McLeod, S. 2020)
Cognitive development was founded on social
interaction
 42

Enlightened PE
teachers

Person Environment Fit Theory by

wards, Caplan, and Van Harrison
House’s Path Goal Theory
(Arendain et al., 2022) (Olowoselu et al.2019)
A leader's traits and behaviors can directly affect
ees will be more effective if their skills
the satisfaction, motivation, and performance
ties are matched to the tasks they are
performing

Figure 1
THEORETICAL PARADIGM
This paradigm shows the theories inclined and utilized as a basis in the
study. It shows a relationship as to how each theory was related to the study.

This can be a guide in the present study as it assesses the issues and

challenges faced by the teachers especially on the mastery of content and

 43

supervisory assistance. It reflects as to how the teachers can be knowledgeable

on those matters.

Similarly, the Path Goal Theory by House is cited Olowoselu et al., (2019)

supported this study. According to the path-goal theory, leaders must modify

their leadership approach based on the traits of their followers and the kinds of

tasks they need to accomplish. The path-goal philosophy aims to boost followers'

motivation and contentment in every circumstance. The path-goal theory aids in

determining how a leadership strategy for group cohesiveness will turn out. The

said theory was also used to determine how loyal a group of workers is to their

leader, (Olowoselu, et al., 2019). Out-of-field teachers are assigned with the

responsibility of preparing for the job and gaining information and experience

that they did not gain during their undergraduate years in order to teach Physical

Education to students, thus, adding up to the difficulty that they are experiencing

in order to effectively teach Physical Education. The Out-of-field teachers follow

the orders of school leader to teach PE even if it does not fall within their field of

expertise.

Another supporting theory is The Person Environment Fit Theory by Edwards,

Caplan, and Van Harrison. This notion contends that employees will be more

effective if their skills and abilities are matched to the tasks they are performing.

People "have an inbuilt drive to fit their environments and to seek out

environments that match their own qualities," according to the person-

environment fit theory (Arendain & Limpot., 2022). This is also in reflection to
 44

the learning environment issues faced by the out-of-field teachers as it is really

the drive that pushes the teachers to do better in teaching the subject content

that is not within their expertise.

It also supported by The Human Capital Theory, which contends that

investing in education and training can really increase productivity, is the

prevailing paradigm in the economics of education. According to this notion,

people who are more productive will also earn more money and have more

employment opportunities. Formally, it is defined as each worker has a unique

set of talents or abilities that they can develop or add to via training and

education.

Conceptual Framework

Figure 2 shows the conceptual paradigm that was used in this study which

was divided into three phases: the input, the process, and the output.

IPO (Input, Process, Output) was applied to the study as it merely

displays the process and progress that had been applied in determining the

issues and challenges in teaching Physical Education specially for Out-of-Field PE

teachers and PE teachers and come up with policy recommendation to mitigate

the issues and challenges.

Issues And Challenges Encountered By Out-Of-Field Physical

Education Teachers In Subject Delivery: Basis For Policy
Recommendation
 45

A. Issues
a. Learning
Environment
b. Student Policy
Assessment Recommendation
Coping Mechanism
c. Mastery of
Content
d. Pedagogy

B. Challenges
a. Competence
Level
b. Student
Learning
Outcomes
c. Activities
d. Supervisory
Assistance

FEEDBACK

Figure 2
Conceptual Paradigm
The process created in crafting policy recommendations to mitigate the issues
and challenges in teaching Physical Education by the out-of-field PE teachers.

It can be seen that the Input is composed of the variables on the levels of

issues, and challenges of the out-of-field teachers in teaching physical education

 46

subjects. The level of issues and challenges encountered were each correlated

with the coping mechanism found in the second box. Results of the said

correlation were used for determining the influence of coping mechanism on the

levels of issues and challenges encountered by the respondents

An arrow from the second to the third box was drawn to reflect the policy

recommendation made which aimed at mitigating the issues and challenges

encountered by the respondents.

The feedback loop was included to get information from the subjects of

study whether the crafted policy recommendation have addressed the issues and

challenges encountered by the out-of-field Physical Education teachers.

NOTES
 47

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CHAPTER III
 52

METHODS AND PROCEDURE

This chapter includes the methods used, respondents of the study,

research instrument to be used, procedure of investigation, and statistical

treatment.

Methods Used

This study employed the descriptive-correlational design. The descriptive

method was used to determine the issues that arise in teaching PE subject for

out-of-field PE teachers. It was also used to assess he challenges in teaching PE

subjects as well as the coping mechanisms applied for it.

The correlational design was used to determine and assess the

relationship between the coping mechanisms and its influence in terms of issues

and challenges of the non- PE and PE teachers.

Respondents of the Study

The respondents of the study are the out-of-field PE teachers of

secondary schools in San Pascual North District who are currently teaching for

school year 2022-2023. This study employed total enumeration. The

demographic profile of the respondents was also assessed through identifying

educational attainment, subjects taught, length of years teaching PE, and

trainings attended relevant to PE.

 53

Purposive Sampling was utilized in the study as a way to choose the

respondents that fit in the criteria. The researcher complied within the given

criteria, hence, a relatively small population was chosen which are the out-of-

field PE teachers of San Pascual North District, Division of Masbate Province.

Table 1

Respondents of the Study

Schools F %
A 8 26.67
B 6 20.00
C 6 20.00
D 5 16.67
E 5 16.67
Total 30 100.00

The criteria include: (1) Junior High School Teachers, (2) Out-of-Field PE

Teachers, (3) Currently teaching in the chosen district.

Data Gathering Tools

The researcher used a printed or paper and pencil survey questionnaire to

gather the data from the respondents. It was converted into a printed form for

the face to face distribution of said questionnaire. Five (5)-Point Likert Scale was

utilized to assess the responses from the respondents.

The questionnaire is consisted of 3 parts. The first part dealt on the

issues, second part tackled on the challenges, and lastly, the third part was for

the coping mechanisms.

 54

The questionnaire was subjected to validation by the experts. After the

validation it was subjected to a dry-run to determine whether the items included

in the questionnaire observed clarity.

The result from the dry-run was treated by the use of Cronbach’s alpha to

determine the reliability of the instrument. A five (5) point likert scale was used

to quantity the responses of the respondents.

Scale Interpretation Range

5 Strongly Disagree 4.21-5.00

4 Disagree 3.41-4.20

3 Moderately Agree 2.61-3.40

2 Agree 1.81-2.60

1 Strongly Agree 1.00-1.80

Procedure of Investigation

The following were the processes that were utilized in data gathering

procedures by the researcher:

Conceptualization of the research problem. In the idea generating phase,

the researcher identified why a study on a particular topic is needed. Since the

ideas generated are still general, the researcher has to redefine them. This

process includes identification and definition of the variables to be studied,

development of the theoretical and conceptual framework of the study,

 55

formulation of the major and specific problem to be investigated and the

formulation of hypothesis.

Approval of Research Title. Conceptualized study was then presented to

the adviser for checking and for further corrections before it was presented to a

panel of examiners.

Securing permit to conduct the study. After the approval of the paper, a

letter securing permit from the school heads of San Pascual North District was

made.

Preparation of the Instrument. After the permit was approved, the

researcher immediately prepared for the data gathering tool based on the

specific problems of the study.

Validation/Dry-run. The tool specifically the questions was validated by the

experts. It was pre-piloted to teachers who were not the subjects of the study to

determine if the items observed clarity. Its reliability was determined through the

use of Cronbach alpha.

Administering and Retrieval of Questionnaires. The survey questionnaires

were administered to the respondent through face to face application. The

questionnaires were retrieved, coded, tallied and tabulated that appropriate

statistical treatment can be applied.

 56

Processing of the Data Gathered. The data were treated using appropriate

statistical tools to ensure that correct analysis and interpretation of data be

made.

Analysis of the Result. After the data had been analysed and interpreted,

the researcher continued to make sense out of the collected data by interpreting

the results in terms of how they aid in responding to the research problem posed

at the beginning of the study, and how the answer contributes to the knowledge

in the field.

Writing and Submission of the Manuscript. After completing the data

analysis and interpretation, the researcher prepare a written/oral report of the

study conducted for a presentation to a panel of experts. This report included a

description of all the above/steps/process of the research.

Statistical Tools

This section contains the statistical tools which were utilized to treat the

data gathered for analysis and interpretation.

Weighted Mean. This was used to determine the levels of the issues

encountered by the out-of-field physical education teachers and the challenges

they have faced. It was the same tool used in determining the level of coping

mechanism adopted by the aforesaid teachers to lessen the issues and

challenges.
 57

Formula:
n

∑ wi x i
i=1
W= n

∑ wi
i=1

Pearson Product-Moment Correlational of Coefficient. It was used

to determine the relationship between coping mechanism and issues and

between coping mechanisms and challenges.

Formula:

∑ (x i− x)( y i− y )
R=
√∑ (x i−x)2 ∑ ( yi − y)2
Coefficient of Determination. It was used to determine the influence

of coping mechanism on issues and challenges.

 58

NOTES

Anita Acharya & Anupam Prakash, Pikee Saxena & Aruna Nigam (2013).
Sampling: Why and How of it? Anita S Acharya, Anupam Prakash, Pikee
Saxena, Aruna Nigam. Indian Journal of Medical Specilaities.
10.7713/ijms.2013.0032.
P. Bhandari (2022, July 12). Questionnaire Design | Methods, Question
Types & Examples. Scribbr.https://www.scribbr.com/methodology/questionnaire/
M. Jordan (2021, August 26). Purposive Sampling 101. Alchemer.
https://www. alchemer.com/resources/blog/purposive-sampling 101/#:
%7E:text=Purposive%20sampling%2C%20also%20known%20as,to
%20participate%20in%20their%20surveys.
 59

CHAPTER IV

ANALYSIS AND INTERPRETATION

This chapter presents the results generated from the data gathered. It is

sequenced based on the objectives of the study as presented in the first chapter.

It represents the results of descriptive and inferential statistics.

Issues Encountered in teaching Physical Education Subject

Issues in terms of learning environment, student assessment, mastery of

content and pedagogy are encountered by out-of-field physical education

teachers in teaching Physical Education subject.

Learning Environment. Table 1 presents the results on the issues

encountered in teaching PE subjects in terms of the learning environment. It also

includes the weighted means and the corresponding ranks of the statements

given. Table 1

Issues Encountered in Teaching Physical Education

in terms of Learning Environment

Indicators Wm Int. Rank

Teacher provides support to the students and makes 3.97 D 1
them feel comfortable.
Teachers provides positive social values. 3.57 D 2.5
Administration provides climate of support. 3.57 D 2.5
Classroom is large enough to fit all students. 3.37 MA 4
 60

Classroom environment is appropriate to the subject 2.93 MA 5

(MAPEH) taught.
Average Weighted Mean 3.48 Disagree
Legend: 5.00-4.21- SD, 4.20-3.41 D, 3.40-2.61 MA, 2.60-1.81 A, 1.80-1.00 SA

As per the results, the first indicator which is the teacher provides support

to the students and makes them feel comfortable was ranked first with a

weighted mean of 3.97, interpreted as disagree. Two indicators ranked 2.5 were;

teachers provide social values and administration provides climates of support

which both gained weighted mean of 3.57 interpreted as disagree. This was

followed by the indicator that classroom is somehow large enough to fit all the

students with a weighted mean of 3.37 interpreted as moderately disagree.

Lowest rank was classroom environment is somehow appropriate to the subject

taught which obtained a weighted mean of 2.93 interpreted as moderately

disagree.

Overall, in terms of learning environment, the average weighted mean

was 3.48 which was interpreted as disagree. It means that majority of the

respondents regarded most of the statement on issues negative and majority of

the respondents disagreed on the indicators given in terms of learning

environment. The discussion of the result in learning environment is also

reflected in the study of Bucholz and sheffler (2017) which states that one of the

most significant aspects influencing a student's learning is the classroom

atmosphere. Basic sense, when students see that learning environment is

encouraging and positive, students perform better academically. Students who

 61

experience a feeling of community, trust in others, and are inspired to take on

difficulties, take chances, and raise questions are in a positive atmosphere.

Student Assessment. Student assessment is a process that helps focus

attention towards what matters most in education: the learning outcomes of

each student. This is one of the issues encountered of out-of field physical

education teachers.

Table 2 shows the results on issues encountered by out-of-field physical

education teachers teaching physical education in terms of student assessment.

Table 2

Issues Encountered in Teaching Physical Education

in terms of Student Assessment
Indicators Wm Int. Rank
Chosen assessment process helps the students to 4.13 D 1
learn.
Assessment criteria are all set for clear basis. 4.03 D 2
Assessment process through physical education are 4.00 D 3
done.
Chosen assessments are communicated clearly. 3.97 D 4
Teacher facilitates practical assessments in the 3.80 D 5
classroom.
Average Weighted Mean 3.99 Disagree

The results revealed that highest was on chosen assessment process

helps the students to learn with weighted mean of 4.13 interpreted as disagree.

It was followed by assessment criteria are all set for clear basis which obtained a

weighted mean of 4.03. Moreover, assessment process through physical

 62

education are done followed next with a weighted mean of 4.00, interpreted as

disagree. Two more indicators which were in the bottom were; chosen

assessments are communicated clearly and teacher facilitates practical

assessment in the classroom with obtained weighted means of 3.97 and 3.80

respectively. Both were interpreted as disagree.

Overall, issues encountered in teaching physical education in terms of

student assessment gained an average weighted mean of 3.99 which is

interpreted as disagree. This means that the respondents were not in favor of all

the student assessments that are currently practiced. It is supported by the

study of Subang (2022), which states that the level of education, how students

are taught, their willingness to study, and how teachers teach are all significantly

influenced by assessment.

Mastery of Content. Mastery of content refers to instances where learners

can demonstrate the mastery of key units of a learned content as they prepare

for application or demonstration. This is one of the issues encountered by out of

field physical education teachers in subject delivery.

Table 3 presents the issues encountered in teaching physical education in

terms of mastery of the content.

Based on the results, highest was on providing learning and complete

activities to the students with weighted mean of 4.03 interpreted as disagree.

This was followed by gauging student comprehension of what had been taught

with weighted mean of 3.93 interpreted as disagree.

 63

Table 3

Issues Encountered in Teaching Physical Education

in terms of Mastery of Content
Indicators Wm Int. Rank
Providing learning and complete activities to the 4.03 D 1
students.
Gauging student comprehension of what had been 3.93 D 2
taught.
Providing an example or explanation whenever a 3.80 D 3
student has questions.
Knowing the necessary steps in teaching the 3.67 D 4
concepts.
Having enough training to deal with almost any 3.23 MA 5
learning problems.
Average Weighted Mean 3.73 Disagree

Moreover, providing an example or explanation wherever a student has

questions obtained a weighted mean of 3.80 also interpreted as disagree. Two

more indicators which were on the bottom were; knowing the necessary steps in

teaching the concepts and having enough training to deal with almost any

learning problems with obtained weighted means of 3.67 and 3.23 respectively.

The former was interpreted as disagree and while the latter was interpreted as

moderately disagree.

Overall, the average weighted mean was 3.73 interpreted as disagree. It

only proves that most of the respondents encountered issues in terms of mastery

of the content. It is supported by the article of Silvestre et al., (2020) which

states that the instructor uses a variety of teaching techniques, educational tools,
 64

mastery of content knowledge, and evaluation methods in accordance with the

various MAPEH components. Also, teachers must possess the background

knowledge required to successfully administer the K–12 Curriculum.

Pedagogy. Most commonly understood as the approach to teaching, is the

theory and practice of learning, and how this process influences, and is

influenced by, the social, political and psychological development of learners.

Table 4 presents the issues encountered in teaching physical education in

terms of pedagogy

Table 4

Issues Encountered in Teaching Physical Education

in terms of Pedagogy
Indicators Wm Int. Rank
Encouraging learning through group interaction. 4.23 SD 1
Providing student-centered lessons. 4.17 D 2.5
Using different approaches based on students’ 4.17 D 2.5
characteristics.
Using effective strategies and techniques that actively 4.13 D 4
engage students.
Providing timely constructive feedback to the 4.03 D 5
students.
Average Weighted Mean 4.15 Disagree

It can be gleaned from the table that highest was on encouraging learning

through group interaction with weighted mean of 4.23 interpreted as strongly

disagree. It was followed by providing student-centered lessons and using

different approaches based on students’ characteristics both obtained a weighted

mean of 4.17 interpreted as disagree. Two more indicators were on the bottom.
 65

Theses were; using effective strategies and techniques actively engaged

students and providing timely constructive feedback to the students which

obtained weighted means of 4.13 and 4.03 respectively. Both were interpreted

as disagree.

Overall, the issues encountered in teaching physical education in terms of

pedagogy gained an average weighted mean of 4.15 which was interpreted as

disagree. It only means that majority of the respondents encountered issues

were regarded negative by themselves. This is in support to the study of Daga

(2021) which claimed that availability of teaching materials and teachers' lack of

pedagogical content expertise were the main issues in teaching Physical

Education.

Table 5 presents the summary on the issues encountered by Physical

Education Teachers in terms of Pedagogy, Student Assessment, Mastery of

Content, and Learning Environment.

Table 5

Summary Table Showing the Issues Encountered by

Physical Education Teachers

Dimensions Aw Int. Rank

m
Pedagogy 4.15 D 1
Student Assessment 3.99 D 2
Mastery of Content 3.73 D 3
Learning Environment 3.48 D 4
Overall Average Weighted Mean 3.83 Disagree
 66

Results revealed that Pedagogy gained the highest average weighted

mean of 4.15 which was interpreted as disagree. The lowest was on learning

environment with average weighted mean of 3.48. The overall average weighted

mean of the four dimensions under issues encountered by the physical education

teachers was 3.83 interpreted as disagree. This means that teachers’

encountered issues on the four dimensions were regarded negative by

themselves.

Challenges Faced by Out-of-Field Physical Education Teachers

The most important problems that out-of-field physical education teachers

face may be listed as; school administration's underestimation of physical

education course, lacking of the qualification needed to inspect this course,

parents' focus on academic achievement and therefore their underestimation

towards physical education course and also competence level, student learning

outcomes, Activities, and Student Assistance.

Competence Level. One of the challenges encountered by out-of-field

physical education teacher is competency level. Competency level is the

combination of knowledge, skills, attitudes, values, and personal characteristics,

enabling the teacher to act professionally and appropriately in a situation.

Table 6 shows the competence level as challenges faced by out-of-field

physical education teachers.

 67

Table 6
Competence Level as Challenges Faced by Out-of-Field
Physical Education Teachers
Indicators Wm Int. Rank
Accessibility can be communicated with. 4.37 SD 1
Allowing and encouraging student participation. 4.23 SD 2
Giving appropriate solution to conflicts that arise in 4.17 D 3
the classroom.
Presenting the minimum content of the subject 3.97 D 4
matter.
Providing scientific information that allows students 3.93 D 5
to gain better comprehension.
Average Weighted Mean 4.13 Disagree

It can be gleaned from the table that highest was on accessibility with a

weighted mean of 4.37 interpreted as strongly disagree. This followed by

allowing are encouraging students participation with weighted mean of 4.23 also

interpreted as strongly disagree. Moreover giving appropriate solution to conflicts

that arise in the classroom came next with a weighted mean of 4.17 interpreted

as disagree. Two of the indicator were at the bottom; they were presenting the

minimum content of the subject matter and providing scientific information that

allows students to gain better comprehension with obtained weighted means of

3.97 and 3.93 respectively, both interpreted as disagree. Its average weighted

mean was 4.13 which was also interpreted as disagree. This means that the

teachers disagreed with the indicators on the challenges faced in teaching the

subject content as the competence level were proven to be high. This was

supported by the study of Augusto (2019) which claimed that their assertions
 68

that they lack the knowledge and competence necessary for the given subject

contribute to the difficulties the out-of-field mentor faces.

Student Learning Outcomes. It is a statement that describes what a

student should know or be able to do at the end of a general education course.

Table 7 presents the student learning outcomes as challenges faced by

out-of-field physical education teachers.

Table 7

Student Learning Outcomes as Challenges Faced by

Out-of-Field Physical Education Teachers
Indicators Wm Int. Rank
Giving feedback on student assessment. 4.27 SD 1
Informing students how they will be assessed. 4.23 SD 2
Nurturing the knowledge of the students through 4.13 D 3
assessment.
Being able to develop student skills. 4.10 D 4
Having a thorough knowledge of the subject content. 3.97 D 5
Average Weighted Mean 4.14 Disagree

As per the results, highest was on giving feedback on student assessment

with weighted mean of 4.27 interpreted as strongly disagree. This was followed

by informing students how they will be assessed with weighted mean of 4.23

interpreted as strongly disagree. Moreover nurturing the knowledge of the

students through assessment came next with weighted mean of 4.13 interpreted

as disagree. Two indicators were found at the bottom. These were; being able to

develop student skills and having a thorough knowledge of the subject content
 69

with obtained means of 4.10 and 3.97 respectively, both interpreted as disagree.

Its average weighted mean was 4.14 also interpreted as disagree.

This only means that the respondents disagreed that the following

statements were done on a regular basis, hence, it has been considered as

challenging for teaching the subject matter. This is in contrast to the study of

Paolini (2015) which has claimed that successful teachers vary instruction for a

range of student learning styles by utilizing a variety of learning modalities.

Ability of the instructor to clearly communicate course expectations, design

assignments that support student learning, plan lessons that show content

knowledge, and emphasize pertinent course concepts.

Activities. A learning activity is one of the challenges faced by out-of-field

physical education teachers in terms of the methods and strategies. Classroom

activities are activities done by student inside the class as part of applying or

doing the practical part of the lesson after listening to the theoretical part which

is given by the teacher.

Table 8 shows the activities considered as challenges faced by out-of-field

physical education teachers.

It was revealed on the table that highest was on students work with other

students for interaction with a weighted mean of 4.13 interpreted as disagree. It

was followed by students are able to perform well due to proper learning of the

activities with weighted mean 4.03 also interpreted as disagree. Moreover,

students are able to work with other classmates for the activities with weighted
 70

mean of 3.97 interpreted as disagree. Two indicators were found at the bottom.

These were; students have reached the standards for the activities to be done

after the lectures and students were not able to gauge the activity and

instructions on how to do it with obtained weighted means of 3.80 and 2.73,

interpreted as disagree and moderately disagree respectively. The average

weighted mean was given by 3.73 interpreted as disagree.

Table 8
Activities as Challenges Faced by Out-of-Field
Physical Education Teachers
Indicators Wm Int. Rank
Students work with other students for interaction. 4.13 D 1
Students are able to perform well due to proper 4.03 D 2
learning of the activities.
Students are able to work with other classmates for 3.97 D 3
the activities.
Students have reached the standards for the 3.80 D 4
activities to be done after the lectures.
Students were not able to gauge the activity and 2.73 MA 5
instructions on how to do it.
Average Weighted Mean 3.73 Disagree

The average weighted signified that the respondents disagreed that the

students were really engaged on the activities, hence, have been challenges on

the course of teaching the subject matter. This was in contrast with the claim of

Hobbs (2013) which has conducted a study and in the result, respondents felt

less out of her element because there was a curriculum or syllabus outlining that

needed to be taught, along with suggested teaching methods and exercises. It

 71

reacts that conducting activities are not a challenge for out of field teachers as it

helps to learn the subject content and produce knowledge transfers.

Student Assistance. Table 9 presents the challenges faced by out-of-field

physical education teachers in terms of student assistance.

Table 9
Student Assistance as Challenges Faced by Out-of-Field
Physical Education Teachers
Indicators Wm Int. Rank
Encouraging interaction with students. 4.40 SD 1
Explaining the importance of each topic. 4.33 SD 2
Interacting with students actively. 4.23 SD 3
Demonstrating and teaching well the activities to 4.03 D 4
students.
Being able to exhibit the instructions for physical 3.87 D 5
activities.
Average Weighted Mean 4.17 Disagree

As reflected from the table, highest was on encouraging interaction with

students with a weighted mean of 4.40 interpreted as strongly disagree. It was

followed by explaining the importance of each topic with a weighted mean of

4.33 also interpreted as strongly disagree. Moreover, interacting with students

actively came next with a weighted mean of 4.23 also interpreted as strongly

disagree. Two indicators which were found at the bottom were; demonstrating

and teaching well the activities to students and being able to exhibiting the

instructions for physical activities obtained weighted means of 4.03 and 3.87

respectively both interpreted as disagree.

 72

Overall, the average weighted mean obtained was 4.17 and is interpreted

as disagree. This only means that most of the respondents disagreed that

student assistance is evident in the curriculum employed by out-of-field teachers

and thus, it has been a subject for challenges faced by the out-of-field teachers.

This was also related to the study of Du Plessis et al., (2015) which claimed that

the principal acknowledges that four of the new teachers were placed in

positions outside of their areas of expertise while still expressing concern about

"the unpreparedness" of new teachers. "Our young teachers do not know how to

manage and control pupils," he says, expressing his worries about behavioral

issues and poor classroom management in these settings…” Student assistance

has really been a challenge for out-of-field teachers.

Overall, table 10 shows the summary of the challenges faced by out-of-

field teachers in terms of the following indicators namely: Student assistance,

Student learning outcomes, competence level, and activities.

Table 10

Summary Table Showing the Challenges Faced by Out-of-Field

Physical Education Teachers
Aspects Awm Int. Rank
Student Assistance 4.17 D 1
Student learning Outcomes 4.14 D 2
Competence Level 4.13 D 3
Activities 3.73 D 4
Average Weighted Mean 4.04 Disagree
 73

Among the aspects, highest was on the student assistance with average

weighted mean of 4.30 while the lowest as on activities with average weighted

mean of 3.73. The former was interpreted as disagree while the latter was

interpreted as disagree. Its overall weighted mean was 4.23 which was

interpreted as strongly disagree.

Coping Mechanism

Table 11 presents different coping mechanism used to lessen the issues

and challenges encountered by out-of-field physical education teachers.

Table 11

Coping Mechanisms that Out-of-Field

Physical Education Teachers Adopt
Indicators Wm Int. Rank
Asking support from colleagues to teach efficiently. 4.30 SA 1
Managing time efficiently for learning subject 4.27 SA 2
contents and teaching.
Giving assessment to students to develop skills. 4.23 SA 3
Staying positive and optimistic throughout teaching. 4.23 SA 4
Giving time to gauge all needed improvements and 4.10 A 5
take constructive criticisms positively.
Average Weighted Mean 4.23 Strongly
Agree
Legend: 5.00-4.21- SA, 4.20-3.41 A, 3.40-2.61 MA, 2.60-1.81 D, 1.80-1.00 SD

It was revealed on the table that highest was on asking support from

colleagues to teach efficiently which obtained a weighted mean of 4.30

interpreted as strongly agree. It was followed by managing time efficiently for

learning subject contents and teaching with weighted mean of 4.27 also

interpreted as strongly agree. Moreover, giving assessment to students to

 74

develop skills came next with weighted mean of 4.23 interpreted as strongly

agree. Two indicators which were found at the bottom were; staying positive and

optimistic throughout teaching and giving time to gauge all needed

improvements and take constructive criticisms positively obtained weighted mean

of 4.23 and 4.10, interpreted strongly agree and agree respectively

Overall, the average weighted means is 4.23 which was interpreted as

strongly agree. Although as per the previous result which states that there has

been little to no challenges experienced, the out-of-field physical education

teachers still have some coping mechanisms in terms of different scenarios. This

finding was supported by the study of Lagria (2021). It stated that the following

are some of the coping mechanisms: (1) training to become competent, (2)

seeking support from fellow teachers, and (3) self-learning/motivating. The

ability to manage stress is a crucial skill that should be incorporated into all

teacher education programs as a key to professional competency because

teaching is a challenging job. All of it are utilized as a coping mechanisms and

hence, with this study, the out-of-field teachers had the same response and

actions for their coping mechanisms amongst the issues and challenges

experienced.

Influence of Coping Mechanism on the Issues Encountered by

Out-of-Field Physical Education Teachers

This part of the study discusses the influence of Coping mechanism on the

issues faced by the out-of-field physical education teacher.

 75

Table 12 shows the significant relationship between the coping

mechanisms and the issues encountered by the respondents.

As per the results on the pearson r correlation, the coping mechanisms

and learning environment has a high positive relationship as revealed by its r-

value of 0.98 and a p-value of 0.013. This implied that there is a real or genuine

relationship that existed between the two variables. Further, this implied that

when the level of coping mechanism of teachers is high issues in terms of

learning are addressed.

Table 12

Influence of Coping Mechanism on the Issues Encountered by

Out-of-Field Physical Education Teachers
Dimensions r-value p-value r2- Interpretation
value
Coping Learning 0.98 0.013 0.90 Strong
Mechanisms Environment
Student 0.98 0.003 0.96 Very Strong
Assessment
Mastery of 0.99 0.001 0.98 Very Strong
Content
Pedagogy 0.57 0.317 0.33 Weak
Legend:

r2-value Strength of r2-value

0.91-1.00 Very Strong
0.71-0.90 Strong
0.51-0.70 Moderate
0.31-0.50 Weak
0.01-0.30 Very Weak
0.00 No Influence
 76

As per the result of the person r correlation, coping mechanism and

learning environment has a positive relationship by its r- value of 0.98 and a p-

value of 0.013.

This implied that there is a real or genuine relationship that existed

between the two variables. Further, this implied that when that level of coping

mechanism of teachers is high issues in terms of learning environment are

addressed.

Furthermore, when level of coping mechanism was correlated with

student assessment, it obtained an r- value of 0.98 and a p- value of 0.003. It

means that there is also a very high positive relationship that existed between

the two variables correlated. With a p- value less than 0.05, this implied that

there was a real or genuine relationship that existed between the two variables.

It was the same case that happened between the level of coping

mechanism and the level of mastery of content. It yielded an r- value of 0.99

and a p- value of 0.001. The computed r- value signified that there was a very

high positive relationship that existed between the variables correlated. With a p-

value which was less than 0.05, this implied that there was a real correlation that

existed between the two variables. However, coping mechanism and pedagogy

obtained an r- value of 0.57 with a p- value of 0.317. Though the computed r-

value signified a low positive relationship its p- value which was greater than

0.05 implied a not significant relationship

 77

In terms of the influence of coping mechanism to the issues encountered

by the out-of-field physical education teachers, it revealed that coping

mechanism has a strong influence on learning environment with its r2-value of

0.90. Coping mechanism has a very strong influence to student assessment as

revealed by its r2-value of 0.96. It was the same with coping mechanism on

mastery of content. It yielded an r2-value of 0.98 interpreted as very strong

influence. But when coping mechanism was correlated with pedagogy and r2-

value was computed, it yielded 0.33 which gave a weak influence. This finding

was similar with the findings of Kebbi (2018) which states that the majority of

stress sources had weak positive correlations with coping mechanisms, while the

majority of stress impacts had weak negative correlations with coping

mechanisms, according to Pearson's correlation coefficient (r).

Influence of Coping Mechanism on the Challenges Encountered by Out-

of-Field Physical Education Teachers

This part of the study discusses the influence of coping mechanism on the

challenges encountered by the out-of-field physical education teachers.

Table 13 presents the significant relationship between the coping

mechanisms and the challenges encountered by out-of-field physical education

teachers.

When coping mechanism was correlated with the level of competence, it

yielded an r- value of 0.51 with p- value of 0.381. The r- value signified a low
 78

positive correlation. Its p- value which was greater than 0.05 implied no

significant relationship that existed between the two variables correlated.

Table 13

Influence of Coping Mechanism on the Challenges

Encountered by
Out-of-Field Physical Education Teachers
Dimensions r-value p-value r2- Interpretation
value
Coping Competence 0.51 0.381 0.26 Very Weak
Mechanisms Level
Student 0.97 0.007 0.93 Very Strong
Learning
Outcomes
Activities 0.97 0.006 0.94 Very Strong
Student 0.92 0.026 0.85 Strong
Assistance
Legend:

r2-value Strength of r2-value

0.91-1.00 Very Strong
0.71-0.90 Strong
0.51-0.70 Moderate
0.31-0.50 Weak
0.01-0.30 Very Weak
0.00 No Influence

On the other hand, when the level of coping mechanism was correlated

with student learning outcomes, it resulted to an r- value of 0.97 with a p- value

of 0.007. This meant that there existed a very high positive correlation between

the variables. Its p- value which was less than 0.05 signified that there existed a

significant relationship between the variables.

 79

It was also what happened when level of coping mechanism was

correlated with activities and student assistance. The r- computed values were

0.97 and 0.92 with p- value 0.006 and 0.026 respectively. The r- computed

values signified very high positive correlation. Their p- values which were both

less than 0.05 conveyed real or genuine correlation that existed between the

variables correlated.

In terms of the influence of coping mechanism to the challenges

encountered by out-of-field physical education teachers, it revealed that coping

mechanism has very weak influence to competence level with its r 2 -value of

0.26. Coping mechanism has very strong influence on students learning outcome

as revealed by its r 2 -value of 0.93. It was the same with coping mechanism on

activities. Its r 2 -value was 0.94 which signified very strong influence. Lastly,

coping mechanism has strong relationship on student assistance. It yielded an r 2 -

value of 0.85

Coping mechanism and competence level has a very weak relationship

which may be an indicator that the out-of-field teachers may have a weakness.

This is similar with the findings of the study of Honra (2022) which revealed that

there is no meaningful connection between perceived challenges and total coping

mechanisms. However, by examining the coping strategy's subcomponents,

perceived difficulties are positively correlated with problem-focused coping.

 80

Policy Recommendation to lessen Issues and Challenges

Encountered by Out-of-Field Physical Education Teacher

With these findings uncovered in the study, the researcher crafted a policy

recommendation that will be of aid to the issues and challenges experienced by

the out-of-field teachers in terms of Physical Education teaching. The policy

recommendation will assure that out-of-field teachers' teaching performance

improves, which will encourage them to enhance their physical education

program by following the necessary documentation and standards.

 81

DEPARTMENT OF EDUCATION
Region V
School Division of Masbate Province
San Pascual North District

POLICY RECOMMENDATION TO LESSEN ISSUES AND CHALLENGES

ENCOUNTERED BY OUT-OF-FIELD PHYSICAL
EDUCATION TEACHER

JOSUA A. RIVERO
Proponent

2023
 82

Policy Recommendation

A. Rationale: A vital component of a student's full, well-rounded

education curriculum and a way to improve their health and wellbeing for

life, physical education is taught in schools around the country. The goal

of a physical education program should be to encourage students to

engage in physical exercise to improve their current health as well as to

develop a long-term commitment to physical activity as a part of a healthy

lifestyle that will help them avoid a variety of illnesses. All learning

institutions share the DepEd mission and vision of giving all students

access to high-quality opportunities. This is done through the Schools

Division Office of Masbate, school heads, teaching and non-teaching staff,

and all other educational institutions. According to the DepEd Mandate:

“The Department of Education (DepEd) formulates,

implements, and coordinates policies, plans, programs and projects in the
areas of formal and non-formal basic education. It supervises all
elementary and secondary education institutions, including alternative
learning systems, both public and private; and provides for the
establishment and maintenance of a complete, adequate, and integrated
system of basic education relevant to the goals of national development .”

B. Objectives: Based on the study's findings, policy

recommendations were developed for the division of Masbate to enhance

the learning approaches of the out-of-field teachers in the program's

implementation. These recommendations include: (1) improving methods

of instruction and learning by identifying coping mechanisms; (2)

enhancing educational opportunities through suitable techniques for

 83

comprehensive and integrated development of students; and (3)

enhancing the reliability of out-of-field teachers.

C. Plan of Action

1. Proposal of the Policy Recommendation to the Division Office of

Masbate as well as the Secondary Schools in San Pascual North

District.

2. Revision and submission of the policy recommendation to the Division

Office of Masbate as well as the Secondary Schools in San Pascual

North District for approval and validation.

3. Implementation of the policy recommendations to the schools with

out-of-field teachers, Physical Education teachers, and Physical

Education subject within San Pascual North District.

4. Evaluation of the policies.

Existing Policies Issues/Challenges Policy Recommendation

DM 291 2008 DM 291, S. According to the 1. There should be 5

2008 – GUIDELINES FOR general rules on the
THE IMPLEMENTATION working hours of
OF CSC RESOLUTION NO. teachers, a public
080096 school teacher may
only devote a
maximum of six (6)
hours each day to
real classroom
instruction.
However, some of
the teachers render
more than 6 hours
and does not have
time to have a
teaching loads so that
the remaining hour
can be used to
prepare and study the
content /material.
2. This policy must be
observed strictly
especially for the out-
of-field teachers as
they really needed
extra time for training
and improvement.
3. If a huge amount of
teachers were
 84

training for the deployed for the

subject matter subject matter, the
especially for the hours can be divided
new teachers equally and all of them
can go to the training
alternately.

Deped Order No. 35 S. This has been an

2016 issue in some school 1. This policy is
(The Learning Action Cell since some of them implemented in the
As A K To 12 Basic are not taking it area. However, it is
Education Program seriously. Monitoring only conducted twice
School-Based Continuing is not done in a a month and has not
Professional Development regular basis. Some seen improvement
Strategy For The of the activities were towards the past few
Improvement Of Teaching also lacking. months/years it has
And Learning) been implemented.
Hence, it shall be
adapted and done
more often in order to
fully integrate
improvement towards
the challenges
experienced by the
out-of-field PE
Teachers.

2. Since there is
insufficiency when it
comes to monitoring,
it is recommended to
produce sessions for
monitoring and as
well as
documentations to
further prioritize the
learning action for the
improvement of the
out-of-field teachers.

3. The school can

 85

conduct LAC sessions

per week in order to
have a collaborative
strategy performance
for the teachers.

4. LAC sessions can be

conducted twice to
thrice a week within
2-4 hours including all
the out-of-field P.E
Teachers.

5. LAC sessions would

be composed of the
integrated curriculum
and collaborative
ideas from the upper
heads in the school.

6. LAC sessions will be

recorded as well as
the minutes that will
be submitted to the
P.E department for
observation and
evaluation.
 86

NOTES

W. S. Augusto Jr (2019). A phenomenological study on the lived

experience of the out-of-field mentors. International Journal of Advanced
Research and Publications, 3(6).
J. R. Honra, (2022). Teachers’ Perceived Challenges and Coping Strategies
in Pandemic-Influenced Teaching: Basis for a School-Based Teacher Support
Mechanism.
D. Bucholz & G. Sheffler (2017). Approaches to school discipline: a
selected review of the literature. . European Journal for Educational Research., 2.
C. T. Daga (2021). The Status Of High School Mapeh Teachers In Leyte
Division, Philippines. The Status Of High School Mapeh Teachers In Leyte
Division, Philippines, 71(1), 10-10.
M. D. P. Silvestre & E. C. Itaas, Lived Experiences of Teachers Teaching
Music, Arts, Physical Education and Health: Implications to Graduate Education.
A. Subang (2022). Operationalization of summative assessment in MAPEH
in the new normal: its challenges, innovations and interventions.
M. Kebbi, (2018). Stress and Coping Strategies Used by Special Education
and General Classroom Teachers. International Journal of Special
Education, 33(1), 34-61.
 87

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter is a discussion on how the study was conducted, the results

and findings for specific questions, the conclusions drawn and the

recommendations offered.

SUMMARY

The study focused on obtaining the perceived issues and challenges of

out-of-field Physical Education teachers teaching Physical Education subjects in

San Pascual North District, Division of Masbate, School Year 2022-2023. Hence, it

has gathered respondents recognized within the inclusion criteria. It is composed

of out-of-field PE teachers of secondary schools at San Pascual North District

who are currently working and within school year 2022-2023. The study also

determined the following problems such as (1) issues encountered by the

physical education teachers in terms of pedagogy, student assessment, mastery

of content, and learning environment. (2) challenges faced by out-of-field

physical education teachers in terms of student assistance, student learning

outcomes, competence level, and activities. (3) coping mechanisms utilized by

out-of-field PE teachers. (4) Significant relationship of coping mechanisms with

the issues encountered. And lastly, (5) Significant relationship of coping

mechanisms with the challenges faced.

Survey questionnaires were utilized as the research instrument. Thus,

data were treated with weighted mean and pearson r correlation.

 88

Problem 1. What are the issues encountered in teaching Physical

Education subjects along the; Learning environment, student
assessment, mastery of content, and pedagogy?

Findings. In terms of Learning Environment it obtained an average

weighted mean of 3.48; Student Assessment 3.99; Mastery of Content 3.73; and

Pedagogy obtained 4.15. The average weighted mean is 3.83.

Conclusions. Majority of the respondent encountered issues as the

responses were in contrast to the positive statements. Hence, Learning

Environment is less encountered as an issue by the out-of-field PE teachers.

Recommendations. Since the issues encountered by the out-of-field

physical education teachers were seen to be high in terms of pedagogy, it is

recommend that schools may reassess on the levels instead of just the issues

encountered as it has produced little to less significant result on what the issues

are really in teaching. Future researchers can give out several scenarios and also,

interviews might be better to gather a more realistic response.

Problem 2: What are the challenges faced by out-of-field Physical

Education teachers in teaching Physical Education subjects in
terms of; Competence Level, Student Learning Outcomes,
Activities, and Supervisory Assistance?

Findings. In terms of Competency Level it obtained weighted mean of

4.13; Student Learning Outcomes 4.14; Activities 3.73; and Supervisory

Assistance obtained 4.15. The overall average weighted mean is 4.04

 89

Conclusions. Most of the respondents disagreed that supervisory

assistance is evident in the curriculum employed by out-of-field teachers and

thus, it has been a subject for challenges faced by the out-of-field teachers.

Recommendations. It is recommended that adoption of proposed

action plan for out-of-field physical education teachers especially, in terms of

the challenges faced by the respondents. In this way learner’s utilization of

coping mechanisms may be strengthened.

Problem 3: What coping mechanisms do the out-of-field Physical

Education teachers adapt to lessen the issues and challenges?

Findings. In terms of asking support from colleagues to teach efficiently

obtained the average weighted mean of 4.30; Managing time efficiently for

learning subject contents and teaching 4.27; Giving assessment to students to

develop skills 4.23; Staying positive and optimistic throughout teaching 4.10; and

Giving time to gauge all needed improvements and take constructive criticisms

positively 4.10. The overall average weighted mean is 4.23.

Conclusion. The highest among all the indicator is asking support from

colleagues to teach effectively which is interpreted as strongly disagree. The out-

of-field physical education teachers still have some coping mechanism in terms

of the different scenarios. Hence, it is efficient and student focused. The given

coping mechanisms are not utilized by the teachers as it has been interpreted as

strongly disagree.
 90

Recommendations. Future researcher may conduct a study in a

qualitative design as the current study utilizes quantitative to investigate

learner’s perceptions. In this way, future researchers can gather experiences

and perceptions based on a certain phenomenon and/or related to acquiring

MAPEH subjects as out-of-field physical education teachers. Thus, it can

mainly take focus on the coping mechanisms utilized on a daily basis by the

out-of-field physical education teachers.

Problem 4: To what extent do coping mechanisms influence or affect

issues and challenges?
Hypotheses: Coping mechanism significantly influenced issues and
challenges.
Findings. Coping mechanism on issues obtained r 2 -value of 0.90;

Coping mechanism on student assessment yielded r 2-value of 0.96; Coping

mechanism on mastery of content resulted to an r 2-value of 0.98 but coping

mechanism on pedagogy yielded on r 2 -value of 0.33; On the otherhand coping

mechanism on challenges revealed; Coping mechanism on competency level ( r 2 -

value=0.26), Coping mechanism on student learning outcomes (r 2-value=0.93),

Coping mechanism on activities (r 2-value=0.94), and Coping mechanism on

student assistance (r 2 -value=0.85).

Conclusion. The influence of coping mechanism on issues ranged from

weak to very strong while the influence of coping mechanism on challenges

encountered ranged from very weak to very strong.

 91

Recommendations. The schools can implement certain programs for

applying the coping mechanisms or techniques so that all the teachers can

further identify how to counteract the challenges and issues in relation to

teaching the subject matter.

Problem 5: What policy recommendation may be formulated to address

the issues and challenges encountered by out-of-field Physical
Education teachers?
Policy recommendations were developed for the division of Masbate to

enhance the learning approaches of the out-of-field teachers in the program's

implementation. Issues and Challenges are two areas that are considered the

main focus of developing the recommendations.

 92

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APPENDICES
 100

APPENDIX A
PERMIT TO CONDUCT THE STUDY

Naga College Foundation, Inc.

M.T Villanueva Avenue, Naga City
GRADUATE STUDIES

December 9, 2022

NENE R. MERIOLES, CESO V

School Division Superintendent
Division of Masbate Province

Madame:

Greetings of Peace!

The undersigned is a graduate studies student of Naga College Foundation, Inc. taking up
Master of Arts in Education major in Physical Education. He is currently conducting a
research study entitled “Issues and Challenges Encountered by Out-of-Field Physical
Education Teachers in Subject Delivery: Basis for Policy Recommendation”. The study
aims to investigate the perceived issues and challenges of out-of-field Physical Education
teachers teaching Physical Education subjects in San Pascual North District, Division of
Masbate.
 101

With this, he is humbly asking permission from your good office to conduct survey to the
Public Out-of-Field Physical Education teachers and Physical Education teachers of San
Pascual North District, Division of Masbate Province.

My anticipated thanks and gratitude for your favourable approval on this request.

Respecfully,

SGD. JOSUA A. RIVERO

Researcher

Noted:

SGD. ONWARD O. OGNITA, PhD

Adviser

SGD. JOSEPHINE FRANCIA R. VILLANUEVA, PhD, LlB, EdD

Dean, Graduate Studies

Recommending Approval:

SGD. MARIA TERESA B. NICOLASORA, PhD

Public School District Supervisor, San Pascual North

Approved:

SGD. NENE R. MERIOLES, CESO V

Schools Division Superintendent, Masbate Province
 102

Appendix B

Extent of Influence of Coping Mechanisms on the Issues

Encountered by the Out-of-Field Teachers in
Physical Education

A. Coping Mechanisms and Learning Environment:

Coping Mechanisms (x) Learning Environment (y)
4.30 3.97
4.27 3.57
4.23 3.57
4.23 3.37
4.10 2.93
r-value = 0.9485 p-value = 0.013
2
r -value = 0.90 Interpretation = Strong

B. Coping Mechanisms and Student Assessment

Coping Mechanisms (x) Student Assessment (y)
4.30 4.13
4.27 4.03
4.23 4.00
4.23 3.97
4.10 3.80
r-value = 0.9818 p-value = 0.003
2
r -value = 0.96 Interpretation = Very Strong
 103

C. Coping Mechanisms and Mastery of Content:

Coping Mechanisms (x) Mastery of Content (y)
4.30 4.03
4.27 3.93
4.23 3.88
4.23 3.67
4.10 3.23
r-value = 0.988 p-value = 0.001
r2-value = 0.98 Interpretation = Very Strong

D. Coping Mechanisms and Pedagogy:

Coping Mechanisms (x) Pedagogy (y)
4.30 4.23
4.27 4.70
4.23 4.17
4.23 4.13
4.10 4.03
r-value = 0.5679 p-value = 0.317
2
r -value = 0.32 Interpretation = Weak
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Extent of Influence of Coping Mechanisms on the Challenges

Encountered by the Out-of-Field Teachers in
Physical Education

A. Coping Mechanisms and Competence Level:

Coping Mechanisms (x) Competence Level (y)
4.30 4.37
4.27 4.23
4.23 4.70
4.23 3.97
4.10 3.93
r-value = 0.5089 p-value = 0.381
2
r -value = 0.26 Interpretation = Very Weak

B. Coping Mechanisms and Student Learning Outcomes:

Coping Mechanisms (x) Student Learning Outcomes (y)
4.30 4.27
4.27 4.23
4.23 4.13
4.23 4.10
4.10 3.97
r-value = 0.9664 p-value = 0.007
2
r -value = 0.93 Interpretation = Very Strong
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C. Coping Mechanisms and Activities:

Coping Mechanisms (x) Activities (y)
4.30 4.13
4.27 4.03
4.23 3.97
4.23 3.80
4.10 2.73
r-value = 0.9719 p-value = 0.006
2
r -value = 0.94 Interpretation = Very Strong

D. Coping Mechanisms and Student Assistance :

Coping Mechanisms (x) Assistance (y)
4.30 4.40
4.27 4.33
4.23 4.23
4.23 4.03
4.10 3.87
r-value = 0.9205 p-value = 0.026
2
r -value = 0.85 Interpretation = Strong
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Appendix C

Naga College Foundation Inc.

Graduate Studies and Research
MT Villanueva Avenue, Naga City

SURVEY QUESTIONNAIRE

Good day!

The undersigned is presently enrolled in the Graduate Studies of Naga

College Foundation, Inc., and currently conducting a study entitled “Issues and

Challenges encountered by out-of-field PE teachers in Subject Delivery: Basis for

Policy Recommendation” in San Pascual North District, Division of Masbate, SY

2022-2023. This is in partial fulfilment of the requirements for the degree Master

of Arts in Education, major in Physical Education.

In this connection, he is humbly asking your participation to answer the

questions enumerated in the survey questionnaire. The data and information

from you will be treated with utmost confidentiality.

 107

Thank you very much.

Very truly yours,

MR. JOSUA A. RIVERO

Researcher

Directions: Please indicate your level of agreement or disagreement with each

of these statements. Put a check (/) mark on the boxes.

5-Strongly Disagree, 4- Disagree, 3- Moderately Agree, 2- Agree, 1- Strongly

Agree

I. Issues encountered by Out-of-field Teachers

Learning Environment
Statements 1 2 3 4 5
1. My classroom is large
enough to fit all the students.
2. My classroom
environment is appropriate
to the subject (MAPEH) I'm
teaching.
3. I provide support to the
students and it makes them
feel comfortable.
4. I provide positive social
values.
5. Our Administration
provides a climate of
support.

Student Assessments
Statements 1 2 3 4 5
1. My chosen assessments
 108

are communicated clearly.

2. I'm doing my assessment
process through physical
activities.
3. I easily facilitate practical
assessments in the
classroom.
4. My assessment's criteria
are all set for clear basis.
5. My chosen assessment
process helps the students
to learn.

Mastery of Content
Statements 1 2 3 4 5
1. I have enough training to
deal with almost any
learning problems.
2. I know the necessary
steps in teaching the
concepts.
3. I am able to gauge
student comprehension of
what I have taught.
4. I can provide an example
or explanation whenever a
student has questions.
5. I was able to provide
learning and complete
activities to the student.

Pedagogy
Statements 1 2 3 4 5
1. I use effective strategies
and techniques that actively
engage students.
2. I encourage learning
through group interaction.
3. I provide timely
constructive feedback to
 109

the students.
4. I provide student-
centered lessons.
5. I use different approach
based on the student`s
characteristics.

II. Challenges encountered Out-of-field Teachers

Competence Level
Statements 1 2 3 4 5
1. I present the minimum
content of the subject
matter.
2. I provide scientific
information that allows
students to gain better
comprehension.
3. I Allow and encourages
student participation.
4. I'am accessible and can
be communicated with.
5. I give appropriate solution
to conflicts in the classroom
setup.

Student Learning Outcomes

Statements 1 2 3 4 5
1. I have a thorough
knowledge of the subject
content.
2. I inform my students how
they will be assessed.
3. I give feedbacks on
assessments to my
students.
4. I ‘am able to develop
skills of the students.
5. I'am able to nurture the
knowledge of the students
through assessment.
 110

Activities
Statements 1 2 3 4 5
1. My students work with
other students for
interaction.
2. My students are able to
perform well due to
learning the activities.
3. My students are able to
work with other classmates
for the activities.
4. My students was not
able to gauge the activity
and the instructions to do it.
5. My students have
reached the standards for
the activities to be done
after the lectures.

Student Assistance
Statements 1 2 3 4 5
1. I'am active on interacting
with students.
2. I encourage interaction
with students.
3. I'am able to exhibit the
instructions for physical
activity.
4. I demonstrate and teach
well the activities to the
students.
5. I explain the importance
of each topic.

Coping Mechanisms
Statements 1 2 3 4 5
1. I give assessment to the
students to develop skills.
2. I stay positive and
optimistic throughout
 111

teaching.
3. I manage my time
efficiently for learning
subject contents and
teaching.
4. I give time to gauge all
needed improvements and
took constructive criticisms
positively.
5. I ask support from
colleagues to teach
efficiently.

CURRICULUM VITAE

PERSONAL DATA

Name: JOSUA A. RIVERO

Address: PUROK 1 BOCA CHICA, SAN PASCUAL, MASBATE

Place of Birth: SAN PASCUAL, MASBATE

Civil Status: SINGLE

EDUCATIONAL ATTAINMENT

Graduate Studies: Master of Arts in Education

Major in Physical Education

Naga College Foundation, Inc.

2017-2023

Tertiary: Bachelor in Secondary Education

Major in MAPEH (Music, Arts, P.E and Health)

 112

Naga College Foundation, Inc.

2013-2017

Secondary: San Pascual National High School

San Pascual, Masbate

2009-2013

Elementary: Boca Chica Elementary School

Boca Chica, San Pascual, Masbate

2003-2009

ELIGIBILITY: Licensure Examination for Teachers

September 2017

Legazpi City, Albay

WORK EXPERIENCE:

Marketing Head: Carl Balita Review Center-Bicol Branch

Naga City, Camarines Sur

2017-2018

Teacher I: San Pascual National High School

San Pascual, Masbate

2018 to present

Part Time PE Instructor: San Pascual Polytechnic College

 113

San Pascual, Masbate

2022 to present