1

GLEY M. BATON
Master of Arts in Education Major in Teaching Social Studies

Narrative inquiry is relatively new among qualitative research designs compared

to qualitative case studies, phenomenology, ethnography, and grounded theory. What

distinguishes narrative inquiry is that it begins with the biographical aspect of C. Wright

Mills’ trilogy of ‘biography, history, and society’(O’Tolle, 2018). The primary purpose of a

narrative inquiry study is for participants to provide the researcher with their life

experiences through thick, rich stories. Narrative analysis is a research methodology

that enables researchers to understand how research participants structure stories and

narratives based on their experiences (Brit et al., 2016). The analysis involves a dual

layer of interpretation, where the research participants interpret their own lives by

creating narrative descriptions, and then the researcher examines the construction of

those narratives.

In addition, this method provides a unique insight into the participants' subjective

experiences and perceptions of their experiences. By examining the construction of the

narratives, the researcher can identify the underlying themes and patterns that emerge

from the participants' experiences.

Moreover, narrative analysis is a powerful tool for researchers in various fields,

including psychology, sociology, and anthropology. It is beneficial in studies where the

subjective experiences and perceptions of the participants are of interest. By analyzing

the narratives, researchers can gain a deeper understanding of the participant's lived

experiences and how they interpret them.

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Narratives can be derived from journals, letters, conversations, autobiographies,

transcripts of in-depth interviews, focus groups, or other types of narrative qualitative

research and then used in narrative analysis.

However, phenomenological research can be defined as an approach to

research that seeks to describe the essence of a phenomenon by exploring it from the

perspective of those who have experienced it (Teherani et al., 2015). Phenomenology

aims to describe the meaning of this experience—in terms of what was experienced

and how it was experienced (Teherani et al., 2015). There are different kinds of

phenomenology, each rooted in different ways of conceiving the what and how of

human experience.

In the study of Neubauer (2019), each approach to phenomenology is anchored

in a particular school of philosophy. Selecting a phenomenological research

methodology necessitates that the scholar scrutinize their philosophical orientation.

Given that scientists can subscribe to many philosophical perspectives, it is unsurprising

that a researcher can draw from a diverse range of phenomenological traditions.

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The elements of the different approaches are presented below.

Narrative Approach

Title of the Study You and Me Against the World: Biographical Narrative Analysis
on Same-Sex Couples' Experiences in the Philippines

Individual Experiences

Experiences of Same-sex couples

Chronology of
the Experiences Biographical Narrative Analysis

Identification of Interdisciplinary Perspectives of Same-sex

couples’ experiences

In collecting the needed biographical narratives, the researcher

did an in-depth interview using open-ended guide questions to
analyze same-sex couples' experiences better. In-depth
interviewing is a qualitative research technique that includes
intensive individual interviews with limited participants (Creswell,
Data Collecting 2012). Such explores the viewpoints on a specific idea or
Procedure situation. Each couple was interviewed simultaneously to
capture their narratives best and further validate their
experiences' authenticity. The interview was divided into two
sessions for each participant, lasting from 20 to 25 minutes.
During the first interview session, rapport is built between the
same-sex couple participants and the researcher. We used a
semi-structured form to ask each same-sex couple about their
basic personal information. The second interview session used
open-ended guide questions to share their experiences as a
same-sex couple. The interview session ended with thanking
the participants for sharing their stories.
After the interview sessions, the researchers listened to the
audiotapes at least one time completely before transcribing
them verbatim. The researcher then followed the steps Creswell
(2012) outlined as a data analysis procedure. First, the
researchers read the transcriptions several times to organize
Data Analysis and sort the data to familiarize the researcher with it. The
biographical narratives of the respondents were utilized to reveal
interdisciplinary perspectives for analysis. The researchers then
highlighted the different narratives of the respondents to
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generate initial codes. These codes led to the development of

interdisciplinary perspectives to describe the contextual
experiences of the participants. The final step was to create an
overall narrative with the data, analyze each perspective, and
accompany individual reports or quotations to support each
revealed perspective. The data then revealed an invariant
structure or essence, focusing on the participants' most common
experiences. Ultimately, the researchers attempted to decode
the conceptual paradigm into a story that readers can easily
understand. The output will turn out to be a tightly woven
interpretation that resembles the real world it manifests.
Themes Reason for Attractions and Perceived Advantages
Maintaining Relationship and Meaning in Life
Challenges and Ways of Coping
Recently there have been a few research pieces on the
life world of same-sex couples in the Philippines context.
Context or Such a lack of contextual information could have contributed to
Setting what Tan (2001) opined that lack of rational views based on
unfair opinions and prejudices drive stigmatization against
the LGBTQ+ community.
This endeavor offers insights for society to be
enlightened concerning the biographical narratives of
same-sex couples. A recurring essence across all identified
perspectives that compelled same-sex couples to stay in a
relationship was their mutual love. Mutual love becomes a
Collaborating strong driving force that keeps the relationship between
with Participants same-sex couples all the more substantial while facing
heterosexual society's disapprobation (Kahambing &
Deguma, 2019; Deguma et al., 2021).
This study recommends counseling interventions and
psycho-education can be carried out to those in a same-sex
relationship to help improve their psychological well-being
knowing that many of them experience discrimination. The
findings of this study invite further research that may
expand upon the descriptive and meaning themes
presented above to provide additional and divergent
conclusions contributing to the literature on same-sex couples.
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Phenomenological Approach

Title of the Study A Phenomenological Study on the Challenges and

Problems of New Social
Studies Teachers

Research gaps

The 1987 Philippine Constitution in the Philippines

requires every educational institution to promote quality
education for all (De Leon & De Leon, 2014). Thus,
through the Department of Education (DepEd), the
Philippine Government formulates better policies that
shape the landscapes of the Basic Education Programs
Reviewing Existing today, especially on matters related to teaching and
theories and identifying learning. As evidence, the Philippine Professional
gaps Standards for Teachers (PPST) was recently instituted
to uplift the country's teaching quality (DepEd, 2017). In
its salient provisions, teachers are categorized into four:
beginning teachers, proficient teachers, highly proficient
teachers, and distinguished teachers. Each category
has performance indicators that teachers must satisfy or
meet based on the domains and strands of the PPST.
As new graduates from College, these teachers are
considered “Beginning Teachers” who should have the
following attributes: (a) have a strong understanding of
their areas of specialization; (b) have acquired the
needed knowledge, skills, and values that support the
process of teaching and learning; and (c) have ways on
how to strategize their lessons to promote learning
(DepEd, 2017). From these attributes, there is an
implied meaning that teachers should be deep
understanders of
Students shall keep working along with the set
standards to ensure quality.

Theory

The Progressive Education Theory of John Dewey

“Learning by doing” is a central characteristic of

progressive education. Although learning is valuable,
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action remains critical to the learning process and

learning outcomes. The final step of progressive
learning models generally involves using new
knowledge. When achieved, the action taken also
represents a critique of prior knowledge, allowing
participants to bring a new perspective to what was
already known while adding to that body of knowledge.
The characteristic of action preserves the value of
understanding knowledge development as continuous
engagement rather than a static commodity exchanging
hands. That is, understanding knowledge as already
existing for human subjects, rather than existing apart
from human subjects awaiting discovery by remote
observers.
follow-up questions when the researcher do not fully
understand a response, when answers are vague or
Probing meanings ambiguous or when researcher want to obtain more
specific or in-depth information.
This study used in-depth interviewing and storytelling to
gather the narratives or accounts of the research
participants. Using an interview protocol and with a
strong collaboration with the participants, the
researchers managed all the fieldwork and ensured the
depth and breadth of the study. Interview is considered
Recording data as the most common means of data gathering
qualitative researches (Grossoehme, 2014). In
phenomenological interviewing, the researchers treated
the activity as an active learning process with the
research participants. This allowed them to explore the
challenges encountered by the participants. To ensure
that all the dimensions of experiences can be gathered,
the interviewers asked follow- up questions. As
proposed by Bevan (2014), in phenomenological
interviewing, a judgment should be made to identify and
clarify the structures of the participants' experiences.
Themes are presented are the following:

Analysis The Teachers’ Burdens

Lack of Pedagogical Content Knowledge
The Shortchanged Students
The Needs-Strategies-Competencies Alignment
Conceptualizing the The researcher’s findings will vary based on the different
interpretation transcriptions and translations based on the data
gathered.
REFERENCES
7

Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A
tool to enhance trustworthiness or merely a nod to validation? Qualitative Health
Research, 26(13), 18021811. http://dx.doi.org./10.1177/1049732316654870

Bevan, M. T. (2014). A method of phenomenological interviewing. Qualitative Health

Research. doi:10.1177/1049732313519710

Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five
approaches. Thousand Oaks, CA: Sage.

De Loreto, J.M., Demate, A., Dela Cruz, C., Periña, A.J., Paril, M.,& Esteves, J., (2019).
A Phenomenological Study on the Challenges and Problems of New Social
Studies Teachers. International Journal of Social Sciences & Educational Studies.
ISSN 2520-0968, ISSN 2409-1294, 6 (2).

Grossoehme, D. H. (2014). Overview of qualitative research. Journal of Health Care

Chaplaincy. doi:10.1080/08854726.2014.925660\

Kahambing, J. G. S., & Deguma, J. J. (2019). Reflecting on the Personality of

Artificiality: Reading Asimov’s Film Bicentennial Man through Machine Ethics.
Journal of Educational and Social Research, 9(2), 17-17.

Montaño, D., Deguma, J., Deguma, M., Capuno, R., Ybañez, R., Lumayag, C.,
Villaganas, M.A., & Delos Reyes, N.R. (2022). You and Me Against the World:
Biographical Narrative Analysis on Same-Sex Couples' Experiences in the
Philippines. Academic Journal of Interdisciplinary Studies, (11)1. DOI:
https://doi.org/10.36941/ajis-2022-0015

Neubauer, B.E., Witkop, C.T., Varpio L. (2019). How phenomenology can help us learn
from the experiences of others. Perspect Med Educ. 2019 Apr;8(2):90-97. doi:
10.1007/s40037-019-0509-2. PMID: 30953335; PMCID: PMC6468135

O’Toole, J. (2018). Institutional storytelling and personal narratives: reflecting on the

value of narrative inquiry. Institutional Educational Studies, 37(2), 175
189. https://doi.org/10.1080/03323315.2018.1465839

Tan, M.L. (2001). Survival Through Pluralism: Emerging Gay Communities in the
Philippines. Gay and Lesbian Asia: Culture, Identity, Community. Gerard
Sullivan & Peter A. Jackson (Eds.). The Haworth Press Inc. 117–142.

Teherani A., Martimianakis T., Stenfors-Hayes T., Wadhwa A., & Varpio L. (2015).
Choosing a qualitative research approach. J Grad Med Educ. 7:669–670.
10.4300/JGME-D-15-00414.1.
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TEACHER’S THOUGHT ON “OUT-OF-FIELD” TEACHING: A

PHENOMENOLOGICAL STUDY

INTRODUCTION

Problem Situation

Quality education is the heart of sustainable development and a powerful catalyst

for developing more just, humane, and equitable societies, as stated by the Department

of Education (2016). Quality education has become critical in many countries that are

expanding enrolment rapidly to achieve Education for All (UNESCO, 2017). Recently,

Education systems have been under strain, but the assumption that there is a

compromise between access and quality is flawed. In countries with constrained

resources, the successful effort to increase access to primary education has often led to

declining quality of education (UNICEF, 2016).

Moreover, public school teachers play an essential role in our society, especially

for the students. Quality education requires quality teachers (Darling-Hammond, 1999),

as cited by Co et al. (2021). The quality of education is directly related to the quality of

instruction in the classrooms, and the availability of competent teachers is vital in

constructing the educational system (Adeyemi, 2016).

The study of De Jesus and De Jesus (2021) discussed that the most significant

factor in improving student achievement is employing qualified teachers in all schools

(Adu et al., 2013), as cited in the study of Co et al. (2021). Teachers should give the

most appropriate tools, including content knowledge, skills, and teaching methodology,
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to do their work professionally (Kumar & Parveen, 2015). Teacher competency

significantly influences student performance (Carlson et al., 2016). Moreover, effective

teachers possess broad knowledge in the content areas they teach and have often

majored in those specialized areas (Villaverde, 2017).

Research Gap

However, teacher quality is widely discussed in education (Caylao, 2015). One of

the problems that caught attention is teaching outside their specialization and

mismatched subject assignments in grade school, high school, and tertiary level

(Weldon, 2016).

In addition, it was said by Hobbs (2012) that the phenomenon of teaching

subjects outside the discipline, where teachers lack educational background or training,

needs to be addressed. It is a crucial issue because highly qualified teachers may, in

actuality, become highly unqualified if they are assigned to teach subjects for which they

need more training or education. Unqualified teachers may negatively impact student

achievement and harm the educational process (Ingersoll et al., 2015; Zhou, 2013).

For instance, in the current environment of the Department of Education, the

need to secure one teacher equal to one preparation has never been addressed, which

stands to the specific subject or specialized subject that they have earned as their major

in the first place. Thus, teachers' and students' teaching and learning procedures are

compromised.
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Relevance of the Study

This study may contribute valuable answers that may assist or extend the

conscious intellectual activity and ideas of the Department of Education (DepEd) in

North Cotabato based on the current results that the teachers have experienced.

In this regard, this study will give awareness to society on how this issue might

affect the current educational context. Moreover, through this study's analysis,

educational entities and institutions will have a new conceptualization of how to deal

with this problem by providing resolutions or alternatives that have affected many.

Research Questions

This study explores the individual experiences of Department of Education

(DepEd) Junior High School Teachers individual experiences with misaligned teaching

preparation and teaching loads. Specifically, this study will find answers to the following

questions:

1. What are the learning and challenging experiences of teachers and

students?

2. What are the existing factors that affect teaching outside specialization?

3. What are the challenges and difficulties experienced by the junior high

teachers?
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4. How teaching strategies and coping mechanisms are applied in the current

set-up in the Department of Education?

5. How can the Department of Education teachers apply their authentic features

in teaching outside specialization?

Framework

This study is anchored on the theory that takes a bold and innovative stance

drawn from Vygotsky’s (1978) social constructivist theory and Gadamer’s (1975, 1976)

hermeneutic phenomenological philosophy.

This theory explains that to develop a broader context from which an in-depth

understanding of the “real-life” experiences of teaching subjects outside specialization is

analyzed. Gadamer’s (1975, 1976) hermeneutic philosophy supports a deeper

understanding of the complex lived experiences and the meaning of teaching subjects

outside the discipline. Vygotsky’s (1978) theories about the more knowledgeable other

(MKO) and the zone of proximal development (ZPD) provided tools to encounter an in-

depth understanding of the meaning and the essence of their experiences in teaching

subjects outside specialization and the learning environment.

The complexity and taking-for-granted experiences of the Junior High School

teachers teaching subjects outside specialization also draw concepts from the

philosophical foundation of Constructivism, where its central idea states that “people

construct their meaning of life based on reality.” Constructivists view reality as a socially

constructed truth of life, as Kleickmann et al. (2012) discussed.

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METHOD

Research Design

In this study, the researcher will employ phenomenological research, a qualitative

approach that seeks to understand and describe the universal essence of a

phenomenon. The approach investigates the everyday experiences of human beings

while suspending the researchers’ preconceived assumptions about the phenomenon.

In other words, phenomenological research studies lived experiences to gain deeper

insights into how people understand those experiences (Bliss, 2016). In order to

determine the nature of the problem, phenomenological research is not intended to

provide conclusive evidence but to help us better understand the problem (Saunders et

al., 2012).

Participants

In this study, the ten (10) participants will be selected based on the following

criteria: (1) Teachers in a specific DepEd secondary school must have at least five (5)

years in service; (2) have experience in teaching subjects that are NOT related on their

major; (3) can undergo one-on-one actual in-depth interview.

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Sampling Design

The sample of this study is selected through non-probability/ non-random

sampling, wherein samples are selected based on the researcher’s subjective

judgment. More specifically, this study employs purposive sampling.

The purposive sampling technique, also called judgment sampling, is the

deliberate choice of a participant due to the qualities the participant possesses. It is a

nonrandom technique that does not need underlying theories or a set number of

participants. Simply put, the researcher decides what needs to be known and sets out to

find people who can and are willing to provide the information by knowledge or

experience (Bernard, 2002). It is typically used in qualitative research to correctly

identify and select the information-rich cases to utilize available resources (Patton,

2002).

This involves the identification and selection of individuals or groups of

individuals who are proficient and well-informed about a phenomenon of interest

(Creswell & Plano Clark, 2011). In addition to knowledge and experience, (2002) and

(1979) note the importance of availability and willingness to participate and the ability to

communicate experiences and opinions in an articulate, expressive, and reflective

manner.

Data Gathering Procedure

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First, the researcher will ask permission through written communication to the

head teacher or principal, allowing the researcher to conduct a study relating to the

specific field of the researcher.

Afterward, the researcher constructed an interview guide questions supported by

the chosen theory and linked from the general research questions. Experts will submit it

for face and content validation, and the dry run will follow. After this, the researcher will

revise the questions based on the validations’ corrections.

Next, a letter of permission will be secured from the researcher’s adviser and

Department of Education (DepEd) school heads in the Municipality of Makilala before

administering the interview from the chosen participants. To secure the confidentiality

and agreement between the researcher and the participants, informed consent will be

acknowledged to be managed and discussed.

Lastly, the researcher will interpret the data gathered using a thematic analysis,

which will be used as a guide for interpretation.

Data Analysis

Phenomenological research is about putting oneself in another person’s shoes

and seeing the world from that person’s perspective; the most essential part of data

analysis and management is to be true to the participants. It is their voices that the

researcher is trying to hear so that they can be interpreted and reported on for others to

read and learn from (Sutton & Austin, 2015).

After conducting both semi-structured interviews, the researcher will do the

transcription to take the interview contents and effectively analyze them. A verbatim
15

transcription will be used. It includes filler words, false starts, grammatical errors,

and other verbal cues that provide helpful context and set the scene of the scenario

that will be recorded.

In this study, the researcher will generate themes using the prescribed process

and, first, familiarize with the data gathered based on the in-depth interview. Next,

preliminary codes will be assigned to the data to describe the content. Then, the search

for patterns or themes in the given codes across the different interviews will follow.

Lastly, before the researcher produces the report, defining, naming, and thematic review

will be done.

Ethical Considerations

Since the respondents contain names of the participants of the chosen study

locale - Department of Education (DepEd) Secondary schools of Makilala, their

identities will be concealed.

Thus, coding will be assigned to adhere to the ethical research standards.

However, the researchers will make a letter indicating that their response will be

secured and only be used for academic purposes.

Trustworthiness of the Study

The research demonstrates the truth value of this study. They have provided the

basis for applying it to allow external judgments to be made about the consistency of its

procedures and the neutrality of its findings or decisions made. Thus, internal validity,

external validity, objectivity, and reliability will be strictly implemented.

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Confirmability. The unique perspective of the researcher is often taken for

granted in this study. It reflects the degree to which other sources might corroborate or

confirm the results. Consequently, the researchers may document the procedures for

double-checking the data throughout the investigation. Afterward, researchers may

intentionally seek examples that contradict previous conclusions and report them. After

the inquiry, they can undertake a data audit investigating the likelihood of bias or

distortion by reviewing the data collecting and processing methods.

Credibility. This study aims to establish the findings' credibility or believability in

the eyes of the research participants. Since the objective of this research is to explain or

interpret the phenomenon of interest via the eyes of the participants, only the

participants may legitimately evaluate the findings' reliability.

Transferability. The results of this research are generalizable or applicable to

various scenarios or contexts. From a qualitative perspective, the researchers are

primarily responsible for generalization.

This study might benefit from a detailed explanation of the research context and

underlying assumptions. The person wishing to "transfer" the results to a new context

must next determine the legitimacy of the transfer.

Dependability. The study will emphasize the need for the researcher to consider

the environment's continual transformation. The research must explain how the

environment has changed and impacted the study's methodology.

Informed Consent
17

The respondents of this research will be given informed consent that served as

consensus in getting permission to conduct the research with the respondents or to

disclose the information given.

A process that will be given to them will allow them to have the freedom to accept

or refuse to be part of the research conducted.

Confidentiality

The personal information/s of the respondents of this research will be kept

private to protect the welfare of the persons involved. Rest assured that whatever

information provided by the participants of the chosen secondary schools in the

Municipality of Makilala will be treated with utmost confidentiality and used for academic

purposes only.

Harms and Benefits

This study was assured that the results and findings will be used for future

improvement of the people involved. The research that will be conducted in the said

location or area will benefit the participants and the chosen population as a whole. The

researchers will ensure that there will be no harm in participating in this study.
18

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