1

CHAPTER I

INTRODUCTION

This section describes the introduction of the research, statement of the problem,

significance of the study, and its scope and delimitation.

Background of the study

The concept of teaching denotes a cluster of meanings which naturally differs

among different individuals. It could be defined in a number of ways depending on a

crucial goal of teaching that is considered worth pursuing. To some, it indicates on

acceptance of a mission—to provide the necessary nurturance and love for children.

Others intend to give vent to a strong desire to pursue values formation in order to raise

morally upright children. Some consider this as the noblest among all other professions

wherein they share all their expertise and knowledge they have acquired from their

studies, in order to obtain each of the desired competency for the progress of the learners.

However, not all teachers who are deployed to teach in schools are handling their

major subject. Meaning, they are tasked to teach subjects which are out from their major

of specialization. This is a problem that some of both elementary and secondary teachers

are facing nowadays. This phenomenon may bring troubles to both teacher and students.

The teacher may not feel comfortable with his job considering that it is out from his

expertise. Same with the part of the students, the desired learning competencies might not

be acquired completely considering the competence of the teacher whose major of

specialization is far different from the job he is assigned to.

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In DepEd Leyte Division, this kind of phenomenon is observed. There are

teachers who are deployed to teach subjects far from their major of specialization. For

instance, English majors are deployed to teach Filipino subject, Filipino majors to teach

English subject and some are even non-education graduates who are tasked to teach

English subjects. This situation is quite alarming considering the complexities of the

English subjects, yet it is taught by teachers who are not suited to teach the subject. Being

one of the major subjects that the institution should develop among the learners. It is very

important to ensure the quality of instruction that the teachers should provide to the

learners. If the English language acquisition will be effective, it would offer a lot of

benefits to the students. But if not, it would only add more to the fast degrading English

language literacy among the Filipino youth as stated by the Philippine language

association in this recent years.

English language is considered to be the most important language in all fields

nowadays. It is the language used to communicate to international countries and other

important meetings of groups of nations. According to Mark Warshaucer, (2017) of the

University of California, English has become the second language of everybody. It’s

gotten to the point where almost in any part of the world to be educated means to know

English. As the world continues to become ever more interconnected, the spread and

importance of English on every content becomes increasingly more pronounced. The link

between globalization and English is tangible. According to David Crystal, he points out

that the most powerful aspect of the English language’s role, is the speed at which the

language has spread the globe. For this reasons, being equipped and capable of using the

language accurately and fluently can really provide a person an ample benefit.
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Based on Academia International in the year 2017, some of these benefits are the

following: 1.) English is used in many parts of the world and is often the language that is

common to people who have a first language other than English. 2.) When it comes to

Business and matters of Trade, the English language tends to be the common currency.

By knowing English, you can expect to be able to conduct business transaction, write and

respond to documents such as emails, memos, contracts, and other reports. 3.) Being

equipped with the English language your career prospects and employment opportunities

can vastly increase. 4.) When you have a command in an English language, travelling and

interacting with people of different nationalities can become easier and enjoyable. 5.) In

terms of academia, English is the language most commonly spoken by academics

worldwide. 6.) English is very often the language used for many software programs and

for those that are technologically minded and ambitious, the study of English can provide

them with useful benefits and knowledge. 7.) Successful English schools and colleges

tend to offer great value for money and support structures to assist students to learn

effectively and grow in knowledge, skills and confidence, and 8.) English courses are

available and specifically tailored for people of varying levels of English proficiency and

for those who wish to study English for different purposes.

Therefore, if the language would be taught effectively, the learners will be more

competent in using the language. However, if the teachers who will teach the language

are not experts in the pedagogies and the language systems, all these benefits that the

learners may acquire may not be granted. It requires a critical awareness on this

phenomenon upon trying to lessen the problem on deteriorating language proficiency of

the young Filipinos today. It is the primary reason why the researcher wants to conduct a
 4

research study on the Lived-Experience of non-English majors who are teaching English

subjects, aiming to provide a deep understanding on this matter.

Statement of the Problem

The purpose of this research study is to describe the lived-experience of Non-

English major who are teaching English subjects in Burauen Comprehensive National

High School.

The following are the specific research questions of the study:

1. What is the profile of the teachers in terms of:

1.1 Age

1.2 Sex

1.3 Civil Status

1.4 Educational Attainment

1.5 No. of years teaching English

2. What are the problems met by teachers in terms of the following categories:

2.1 Instructional Materials

2.2 Administrative Support

2.3 Teaching Methods/Strategies

2.4 Trainings/Seminars related to English

3. How did the teachers overcome the problems and make it meaningful in

teaching English subject?

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4. What are the significant learnings the respondents have acquired from their

experiences as English subject teacher?

5. Is there a significant relationship between the profile of the respondents and

the problems met in teaching English subject?

Significance of the Study

It is hoped that the results of this study will prove useful to the following:

To the school administration. Though administrators are not directly involved in

the teaching and learning process in the classroom, they are the ones who process the

recruitment of classroom teachers who will teach the students. As such, findings of this

study will provide them with the basis for the recruitment and deployment of teachers,

specifically in the deployment of English teachers.

To the teachers. The findings of this study will provide a good basis for the

recruitment and deployment of language teachers. If this happens, the mismatch between

the teacher’s major of specialization and subject taught will be lessen. Hence, there will

be no more difficulties that non-major teachers will be facing since they will not be

assigned anymore to handle subjects which is new to them. Also, language teachers will

become more aware of their experiences being tasked to teach a subject which is out from

their major of specialization and will learn how to overcome and make the relevant

experiences meaningful.

To the students. This study will provide them awareness of the experiences of the

non-English majors who are teaching English subject. Realizing this, they will be

strongly motivated to cooperate with their English teacher in attaining the desired

learning objectives in the subject. Aside from this, if the deployment of language teachers
 6

will be put into considerations by the administrators, mismatch on the deployment of

subject and major of specialization will be lessen or even eradicated. Therefore, there’ll

be no more teachers who will be deployed to teach students away from their expertise. If

it happens, the teaching and learning process will be more fruitful and productive for the

learners. Most especially in the field of language learning.

To the future researchers. This research will also serve as a basis and can be

included in their review of related literature and studies. This can also help the future

researchers to fill in any lapses of this study for their future investigation.

Scope and Delimitation of the Study

The study is concerned with lived-experienced of the non-English majors who are

teaching English subject. The variables to be investigated are the following: problems

meet by the teachers, coping mechanism with the problems met, significant learnings and

the profile of the respondents in terms of; age, sex, civil status, educational attainment,

and number of years teaching English.

This study will be conducted in Burauen Comprehensive National High School

Burauen, Leyte. The target respondents are the non-English majors who are teaching

English subjects from grade 7 to 12 in school year 2019-2020.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter presents the review of related literature and studies, several aspects

and concepts of the experiences of non-English majors who are teaching English subjects

being the core of this study.

Literature review

The research has found out that there have been only few study conducted in the

region which has exactly the same problem, purpose and the scope of the present one.

However, several sources of literature and research surveys identified are related in one

way or the other to this current research. Some materials in this study were taken from

the libraries of public and private universities and colleges in the region. Other materials

were surfed or retrieved from the internet.

Lived-experience. It encompasses the perceptions, feelings, and context of an

individual's human experience. Researching lived experience can be a way of

understanding identity, emotions, perceptions, and contexts to develop a more thoughtful

understanding of human experience.

Job Mismatch. It is a term used when a Jobseeker fails to meet the necessary

skills and qualifications needed in order to fulfill the requirements of the job market

which results in unemployment.

Addressing the issue of ‘Job Mismatch’ in a country is something that all should

take part of as Filipinos. This is not just for the government to solve but for everyone.

Whether you’re a student, parent, guardian or a teacher, each one of us who’s part of the
 8

labor force and who can guide the next generation of Filipinos have roles to play in

significantly reducing and if possible, eliminating 'Job Mismatch' once and for all.

The following are the current steps being taken to address the ongoing problems

of ‘Job Mismatch’ which all can also take part of: education, information dissemination,

increase self-awareness, skills training, government.

The educational system is the foundation of building a strong and reliable Labor

Force in any country. The Philippine government and its private sector partners are

already working hand in hand to align the learning curriculum to address our perennial

job mismatch problem. The implementation of the K12 program is one of the key steps

the government have taken to help the next generation of Filipinos ready for the global

economy. A lot of upskill programs have also been running for several years by schools

and training institutions help Filipinos acquire new skills for employment and career

advancement.

Information Dissemination. It is the first step in addressing any problem. By

letting everyone know about the reality of Job Mismatch, we can enable everyone to do

their part in resolving the ongoing problem. It is our duty to educate and guide the next

generation of Filipinos to make the proper career choice and gain the necessary skills to

achieve it.

Increase Self-Awareness. Individual Jobseekers need to be well acquainted with

the subject of ‘Job Mismatch’. Knowing what you can do and matching these skills with

the jobs that are available now can definitely solve the problem. Being Self-Aware of

your strengths and weaknesses gives you a better understanding of why you're a good fit

for a specific job while others will not suit you.

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Skills Training, is the most important tool of bridging the gap between jobs and

our Labor Force. Educating ourselves with the necessary knowledge & skills of our

chosen career and what the industry actually needs will greatly help solve the problem.

An individual can now upskill not only by going through formal schooling or training but

also by signing up for workshops/seminars and even by going through apprenticeship

with practitioners.

The government has been actively seeking ways of addressing the difference

between the jobs that are available in the job market and the skills and knowledge of our

Jobseekers. New programs for employment like the 'JobStart' employment program now

trains our young labor force to help them land on jobs that can suit their skills and

qualifications. TESDA also adds new programs every year to give more upskilling

options for all Filipinos. The government is also testing the Labor Force to help them

gain insight so they can develop more targeted programs.

All need to be involved in solving the issue of Job Mismatch. You don't need to

be in a position of power to help solve this issue. You can start in your own home, office

or even classroom if you're still a student. We must help and educate ourselves to

constantly meet the needs of the local industries so we can continue to compete globally

and become a more progressive country.

On the other hand, the term mismatch is often used to refer to rather different

concepts in economics, thus creating a certain confusion in an area that is attracting more

and more policy attention and that, therefore, would benefit a lot from more accurate

definitions and measurement.

It is useful to distinguish two broad notions of mismatch, a macro and a micro

one. In this paper, we focus on the latter, but to avoid confusion, it is important to
 10

mention that it also exists a macro concept of mismatch that is common to a rich strand of

studies (Jovanovic 1979; Farber 1999; Robin et al. 2009; Sattinger 1993).

In very general terms, in models with heterogeneous jobs and workers, aggregate

mismatch is defined as the existence of an allocation of workers to jobs that could

improve the realized equilibrium in terms of either employment levels or output. For

example, vacancies and jobseekers could be heterogeneous in their locations and

mismatch would be present when reallocating them across locations could improve the

efficiency of matching (Shimer 2007; Şahin et al. 2012). The same definition could be

applied to other (or multiple) dimensions of heterogeneity, such as workers’ skills and

jobs’ requirements. A somewhat dated but still very valid review of models in this area is

provided by (Sattinger 1993), who labels them assignment models. Regardless of the

nature of the heterogeneity, the aggregate notion of mismatch is a feature of the joint

distribution of workers’ and jobs’ characteristics and, as such, it is an intrinsically macro

concept. In this perspective, it is impossible to say whether a single job-worker pair is a

mismatch in isolation from the others.

The micro notion of mismatch is very different, as it really refers to each single

pair of workers and jobs. Unfortunately, the theoretical foundations of such micro

concept are much less clear than for its macro analogue. The entire literature on

qualification and skill mismatch, which clearly refers to the micro notion, is exclusively

empirical and various measurements have been proposed, but in the absence of a formal

definition, it is extremely difficult to compare them and assess their advantages and

disadvantages.
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In very general terms, skill or qualification mismatch is constructed by comparing

the skills or qualifications of an employed worker with the skill or qualification

requirements of her job (hence, the non-employed and the vacant jobs are completely

disregarded). Then, any given job-worker pair can be classified as a good match if the

skills or qualifications of the employee are compatible with the requirements of the job. If

the worker is more skilled or qualified than required, she is classified as over-skilled (or

over-qualified) and under-skilled (or under-qualified) in the opposite case.

This measurement exercise is usually carried out using data collected from

surveys of workers, so that direct information on the demand side is lacking and the job

requirements need to be inferred. Various approached have been proposed to address this

problem.

Regarding qualification mismatch, many surveys now include questions on the

educational qualifications required by the employer for the job occupied by the

respondent. The question may ask about the current requirements or those at the time

when the person was hired or both. This is a reasonable approach but, given that skills are

acquired or lost also outside formal schooling, under-qualified workers may have

acquired the necessary skills to carry out their jobs through experience or training.

Similarly, over-qualified workers may have failed to acquire skills in school or may have

lost them over time.

The article illustrates some of the problems associated with measures of

mismatch based on educational qualifications. The figure reports the distributions of

numeracy skills for two groups of graduates, namely those employed in jobs requiring a
 12

graduated degree (the matched) and those employed in jobs that do not require a graduate

degree (the over-qualified). The distribution of the over-qualified is clearly shifted to the

left, indicating that these workers have lower numeracy scores than the well-matched

(results for literacy are very similar). One possible interpretation of this result is that the

reason why some graduates end up in jobs that do not require a graduate degree is that

their skills are not exactly those that one would expect from someone who has attended

college.

There are many possible explanations for this phenomenon. For example, for

some people, the investment in tertiary education might not have been particularly

successful or they could have been particularly unlucky and found jobs that did not

contribute to maintaining and developing their competencies. There could even be an

issue of reverse causality, as graduates employed in non-graduate jobs may see their

skills deteriorate rapidly. Whatever the reasons underlying the result in the study, it is

clear that an indicator of mismatch based on direct measures of skills would provide a

much more precise description of the phenomenon.

For these reasons, skill mismatch is commonly regarded as a more informative

indicator and several studies measure it using data with direct information on workers’

skill proficiency. A variety of techniques to identify the skill requirements of the jobs can

be found in the literature. One approach makes use of information from surveys asking

employed workers whether they have the skills to do a more demanding job than the one

they currently do or whether they feel the need of additional training to carry out their job

tasks satisfactorily (Allen and van der Velden, 2001; Green and McIntosh, 2007).
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Unfortunately, answers to such questions are likely subject to various forms of

misreporting, the most obvious being people’s overconfidence.

Alternative approaches can be implemented when data on actual skill proficiency

and skill usage are available, as in a number of datasets like PIAAC, IALS, TIMMs,

PIRLS, ALL and a number of national surveys. For example, using these data, one can

compare individual proficiency with the average or the median in the occupation and

classify as over-(under-)skilled those workers whose skills are significantly (usually one

or two standard deviations) above (below) the centrality measure (Quintini 2011a; Flisi et

al. 2014; Montt 2016). When information on both proficiency and skill use is available,

the two can also be compared directly, thus considering over-skilled those workers who

do not make full use of their competencies on the job (Desjardins and Rubenson 2011;

CEDEFOP 2010). Such an alternative approach is also subject to a number of serious

problems. First of all, it implicitly assumes that skill use, which is either self-reported by

the worker or derived from occupational titles, can be interpreted as a measure of job

requirements, whereas it rather is the outcome of both the matching process and

endogenous effort choices. Second, proficiency and use are very different theoretical

concepts, and they can hardly be represented along the same metrics. In fact, they are

derived from structurally different pieces of information: indicators of skill use normally

exploit survey questions about the frequency (and/or the importance) with which specific

tasks are carried out in a certain job, whereas skill proficiency is usually measured

through cognitive tests.

The methodology proposed in this paper was meant to address these difficult

issues, and it rests on a very simple theoretical framework that allows us to formally
 14

define mismatch and to provide guidance about its empirical implementation. Obviously,

the new indicator also suffers from various important limitations that will be discussed at

length in the next section. For example, it does still use self-reported information by the

workers, but it does so in a way that reduces the potential distortions induced by

overconfidence or by misinterpretations of the need for training.

Deriving the OECD measure of skill mismatch

The micro version of skill mismatch considered in this paper is a feature of the

single job-worker pair, and it measures whether the skills possessed by the worker are

adequate to carry out the tasks required by the job. A worker whose skills are below the

level required by the job is classified as under-skilled, a worker whose skills are above

those required by the job is classified as over-skilled.

The key difficulty in formalizing the notion of skill mismatch concerns the

identification of the job requirements, as most of the times, the data used for this type of

analysis are collected through surveys of workers and do not contain direct information

on the structure of the production process.

Related studies

There are several studies conducted abroad having similar topic with this

research. One of these is the study of Ahmad Madkur, 2018 of State Islamic Institute. His

study aimed at investigating the difficulties and problems faced by non-English major
 15

lecturers. The result of the study that barriers met by the teachers are classified into three

problems namely socio-cultural, linguistic and interpersonal problems.

Socio-cultural problems. According to Ahmad 2018, the interview in his study

revealed that the institutions’ less attention to the lectures’ foreign language competence

led to unavailable chance to practice English. At IAIN Metro, it is not yet a policy that on

encouraging the lecturers to learn a foreign language. This situation makes many

lecturers unstimulated to learn a foreign language because the existence of English

language does not clearly seem necessary in daily academic lives. Among them, there

were only a few lecturers who were interested in learning a foreign language.

To respond to these problems, the English corner step by step tried to engage the

participants with their knowledge of English, the appointed coordinator invited them to

become contributing partners in the discussion process. Because according to (Gitterman,

2004, p. 100) education is a trip and the coordinator served as a guide or leader. Using

using their essential expertise and the participants’ agreement, the coordinator created

opportunities for the lecturers’ learning opportunities to interact and familiarize with

English and to personally experience the use of English in the discussion.

Another related research study entitled Skill Mismatch and Work-Life Conflict:

The Mediating Role of Job Satisfaction was conducted by Karabic 2018. The study

argues that the psychological strain that the discrepancy between worker's skills and job

requirements wields on workers spills over into the non-work sphere, increasing work-

life conflict. This study explores the consequence of skill mismatch for work-family life

and various dimensions of job satisfaction. Using the 2011 British Workplace

Employment Relations Survey (WERS), we find that both over- and underskilled workers

reported lower satisfaction with achievement and autonomy, opportunity for

 16

development, and pay and security. Results also suggest that not only does skill mismatch

have a negative influence on work-life conflict but that this association is completely

mediated through job satisfaction. Given this better understanding of the complex ways

that skill mismatch in employment shapes non-work life, implications for employees and

firms are discussed.

Another study conducted is entitled, English Teachers' Opinions on Problems

Encountered in English Language Teaching in Schools: The Case of Karabük

Tosuncuoglu, by Irfan, 2019. The study dealt with the opinions of English teachers on the

problems encountered in English teaching in the schools in Karabük Province were

examined in this study, by taking a variety of variables into consideration. There are 231

English teachers in state schools in Karabük. A total of 67 English teachers serving in the

primary schools, secondary schools and high schools in the central districts of Karabük

Province-Turkey in the 2018-2019 school year participated voluntarily in the study, in

which the Scale for Challenges Encountered by English Teachers Regarding Their Field,

developed previously was translated into English and used. According to the results of

the analysis, it can be said that while English teachers do not struggle with difficulties

regarding collaboration with families, institutions, organisations and people in immediate

and distant vicinities for the most part, they do struggle with difficulties in terms of

making plans that are compatible with English teaching programs. It was found that there

are no significant differences in the opinions of English teachers regarding the challenges

encountered in English teaching according to the variables of age, level of education,

marital status, term of office, gender and school type. In light of all these assessments, it

is thought that the identification and resolution of problems by determining and

 17

evaluating the perceptions of English teachers regarding the challenges encountered in

English teaching and provided contributions directed towards ameliorating and

improving the quality of schools and education.

Another study conducted is entitled, Non-English Major Students' Perception of

Factors Influencing English Proficiency. It was conducted in China (Yuntao Wu. 2019)

This study aims at investigating Non-English major students' perception of factors

that influencing English proficiency in China. The research was conducted by using a

non-experimental quantitative research design by a questionnaire survey. A total 300

Non-English Major students from second year from different duration of learning English

in Henan Polytechnic University was collected to complete this survey. The research

findings revealed the learning strategies of Non-English major students in Henan

Polytechnic University has most significantly affect on English proficiency among four

potential factors. The hypothesis testing results indicated that the perception of students

who began learning English from primary school were statistically significantly higher

than those who began learning English from middle school with respect to factors

influencing English proficiency. The findings recommended that the government should

provide more supports to English language learning in primary school, the English

teacher should pay attention to male students' English learning and help students improve

their learning strategy in English learning.

Another related is study is entitled, Perceptions of English as an International

Language by Korean English-Major and Non-English-Major Students by Lee, & Ju

Seong, 2019. This study examined perceptions of English as an International Language

(EIL) by Korean English-major and non-English-major students. It also investigated

factors that influenced their perceptions. The EIL Perception Scale was employed to
 18

assess two dimensions of EIL (i.e. varieties of English [VE] and strategies for

multilingual/multicultural communication [SMC]) between English majors (N = 206) and

non-majors (N = 172) in three separate regions of South Korea. Follow-up interviews

were administered to 20 English and 20 non-English-major students for the purpose of

delving into factors that might have influenced the differences in their EIL perceptions.

Results showed that English majors held more positive perceptions toward both VE and

SMC than did their non-English-major counterparts. It was also found that the differences

in their EIL perceptions were mainly influenced by a teacher-structured EIL pedagogy

and student-directed EIL experience in various informal digital learning of English

(IDLE) environments. These results suggest that the EIL experience that occurs in a

formal language classroom setting can positively influence students' EIL perceptions.

Further, students' engagement in IDLE activities in which EIL teachers' instructional

intervention is absent -- may also have a significant impact on their EIL perceptions.

Theoretical Framework

Career Development is a “continuous lifelong process of developmental

experiences that focuses on seeking, obtaining and processing information about self,

occupational and educational alternatives, life styles and role options” (Hansen, 1976).

Put another way, career development is the process through which people come to

understand them as they relate to the world of work and their role in it. This career

development process is where an individual fashions a work identity.

This research study is anchored on the Career mobility theory, proposed by

Rosen (1972), which offers an explanation of sustained skill mismatches in the job

market. This theory was extended to occupational mobility by Sicherman and Galor
 19

(1990) as an extension of human capital theory. Over-education may be a part of the

career mobility process and is part of a phase of insertion and adaptation in the early

stages of the working life (Groot and Maassen van den Brink 2003). Specifically, over-

educated workers may sacrifice a wage premium in their current employment to gain

specific skills, or other types of human capital, that enables them to move to higher-level

jobs and higher wages. In this model, total human capital, not just the number of years of

education, has an impact on productivity. Therefore, the years of over-education may

compensate for a lack of work experience, training and tenure. Also, employers may save

on training costs by recruiting over-educated workers. As a result, in this model over-

education can be an optimal choice for both employers and employees where no resource

inefficiency is involved. Theoretically, following career mobility theory, pay penalty and

lower job satisfaction are expected to motivate over-educated workers to move to jobs in

higher occupational ranks, resulting in a greater rate of growth in wages than was

achieved before that move. Therefore, career mobility theory suggests the temporary

existence of over-education from a supply-side perspective. However, a temporary

expectation of over-education is in contrast to alternative theoretical possibilities of

demand-side market imperfections, where job mismatches.

Another theory relevant to this research study is the Equity Theory by the

American psychologist John Stacey Adams in 1963. It’s about the balance between the

effort an employee puts into their work (input), and the result they get in return (output).

Input includes hard work, skills, and enthusiasm. Output can be things like salary,

recognition, and responsibility. A proper balance between input and output ensures that

an employee feels satisfied and motivated, contributing to their productivity. Even though
 20

Adams’ theory is over 50 years old, it’s still relevant today. It’s very important for

organizations to understand how the Equity Theory works.

This can help create an effective company structure in which employees are

encouraged to carry out their work with conviction and passion every day. Similar to

common theories on motivation like those of Maslow and Herzberg, Adams

acknowledges that subtle factors influence how employees view their job and how they

carry it out. Adams is convinced that employees lose

Input motivation when they think or feel that their input is greater

Profile: than the output.

 Age
 Sex
 Civil status Research Paradigm
 Educational
attainment
 Length of teaching
experience in
teaching English
Problems met under:
 Instructional
materials
 Administrative
support Process
 Teaching
methods/strategies
 Trainings related to
teaching

Coping Mechanism: Output

 How did the
respondents overcome  Data Collection
the problems?
 Relevant experiences  Coding The
acquired as English
subject teacher?  Thematic
Lived-Experienced

Correlation: Analysisof Non-English

 Is there a significant
relationship between Majors Teaching
the profile of the
respondents and the English Subject
problems met in
teaching English
subject?
 21

Figure 1. This schema illustrates the model of the study

Null Hypothesis

The following null hypotheses will be tested in the study:

1. There is no significant relationship between the profile and the problems met by the

respondents in teaching English subject.

Definition of terms

Lived-Experience. The gotten knowledge or skill that was obtained from doing,

seeing, or feeling things, or something that happened which has an effect on

someone(Cambridge dictionary, 2019). In this study, it refers to the overall experiences

of the respondents in their job as English teacher.

Non-English Major. Someone who has not acquired a degree or Bachelor of

Education major in English as a course subject in a school. In this research, non-English

major means, the teachers who are not graduates of Education or any other course major

in English as a course subject.

English Subjects. Is defined by Cambridge dictionary a subject in school under a

structured curriculum where the students study the English language, literature, and

writing. In this research, it is defined as the subjects in school that are under English

language development program in the Philippine education curriculum where the students

study the English language, literature, and writing.

Mismatch. Cambridge dictionary define the word mismatch as an occasion when

people or things are put together that are not suitable for each other. In this study, it is
 22

defined as the as the situation when teachers who are non-English majors are tasked to

teach English subjects.

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CHAPTER III

RESEARCH METHODOLOGY

This section comprises the actual investigation of the problem within the

respondents and includes the following elements: research design, respondents of the

study, instruments of the study, and the data gathering procedure.

Research Design

The researchers used the mixed method research design. It will utilize descriptive

correlational quantitative research design and phenomenological qualitative research

design. Phenomenology is defined as the direct investigation and description of

phenomena as consciously experienced by people living those experiences.

Phenomenological research is typically conducted through the use of in-depth interviews

of small samples of participants. It is considered appropriate to be used in this research

study since its focus is to deeply describe the lived- experience of non-English majors

who are teaching English subjects.

Respondents of the Study

The target respondents of the study are the Non-English majors who are teaching

English Subjects in Burauen Comprehensive National High School. In this study,

purposive sampling will be used to suitably select participants. The respondents were

selected using purposive sampling which is under non-probability sampling. Participants

who will be included in the study are only those who meet the desired characteristics of

the needed respondents.

 24

Research Locale

This study will be conducted in Burauen Comprehensive National High School

Burauen, Leyte. The school is one of the four secondary schools in Burauen. It is located

in Barangay San Diego District 9, Santo Nino Street Burauen, Leyte. The school is the

biggest school in the town, it has 130 employees, from the administrators, teachers and

other staff. The students’ population is three thousand seven hundred (3,700) as of school

year 2019-2020.

Research Instruments

The main instrument that the researcher will use an interview material to collect

data as regards to the lived-experience of the respondents. The data gathering instruments

is self-structured. The first part of the interview guide asked for the respondents’ profile,

the second part solicits for the problems met by the respondents and the third part asks for

the coping mechanism of the respondents in dealing with the problems.

Validation of Research Instrument

The research instruments will be submitted to some research experts such as

research professors and other research practitioner who are knowledgeable with subject

of the study for its improvement through editing and suggestions.

Upon approval of the research instrument, the instruments will be carried out for

its dry-run in Burauen National High School Burauen, Leyte. The school is preferred

because there are also teachers who are non-English majors but handling a research

subject. This is in the same characteristics with those of the respondents of the study. A
 25

dry-run is to be conducted in order to make the necessary modification of some vague

items or even delete the items which do not come up with the needed responses. The

deleted items will be replaced by new items that elicit the needed data of the study.

Data Gathering Procedure

The researchers will send a permission letter to the school administrators and to

the respondents for the approval of the conduct of the interview. All of them will be from

Burauen Comprehensive National High School. They will be given enough time to read

the questions in order for them to be aware and the researcher will also ask them for the

clarity of questions.

Ethical Consideration

In the conduct of this research, the researcher is ensuring to keep the codes, rules

and policies for research ethics such as honesty, objectivity, integrity, carefulness,

openness, respect for intellectual property, confidentiality, social Responsibility, non-

discrimination, legality, and human subjects’ protection.

Method of Scoring

The quantitative data gathered will be analyzed using the appropriate statistical

treatment. On the profile of the teachers in terms of age, sex, civil status, educational

attainment, and teaching experience, the percentage will be computed to allow

interpretation. Calculating the weighted mean value position of each item will be used in

determining the frequency and the profile of the teachers.

 26

In establishing the profile of the teachers involved in the study, the following

scoring procedure will be used:

Age. This variable will be categorized into:

Range (years) Qualitative Description

22 and above Above Regular Age

19-21 Regular Age

Sex. This variable will be categorized into male and female.

Civil Status. This variable will be categorized into single, married, widow.

Educational Qualification/Attainment. This variable will be categorized into:

BEEd Major in_________
BSEd Major in_________
Bachelor with MA units Degree and Major_________
MA graduate/ MA Major in_________
Doctoral Graduate Degree and Major__________
Teaching Experience. This variable will be categorized into:

Number of years Description

0- 5 Novice

6 - 10 Experienced

11 and above Highly experienced

The qualitative data such as problems met, coping mechanism and relevant

experiences will be given codes and will be interpreted using thematic analysis approach.
 27

Data Analysis Procedure

The quantitative data will be analyzed using simple frequency count, percentages

and means and the Pearson Product of correlation.

The responses will be recorded, tallied and transcribed carefully and will be put

in tables for analysis. This statistical tools will be used as the primarily for the analysis of

the profile of the respondents.

This study will use thematic analysis in analyzing the data gathered. It is one of a

cluster of methods that focus on identifying patterned meaning across a data set.

Thematic analysis is applicable in this study because it is qualitative research that aims to

deeply and clearly describe the experience of the respondents of being tasked to teach

English subject though they are not English majors.

 28

BIBLIOGRAPHY
 29

List of References

A. Books
Roberts Jon Laguage Teacher Education 2010
Gloria G. Salandanan, Teaching and The Teacher, on the concept of teaching.
Aquino, A.( 2002). Fundamental of Research.Quezon City, Philippines National Book
Store, Incorporated.
Punzalan, Twila G. and Uriarte,Gabreila . G. (2004 ).Statistics a Simplified Approach.
Philippines .Rex Books Store.
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Through Multi-grade Teaching.Topic, Teaching Multi-grade Classes, NCBTS:
Domain 4- curriculum by :Laura V. Cespon, Ed. D. LORIMAR PUBLISHING,
INC. Copyright 2012
Sidhu, Kulbir S. (2003). Methods Of Research. Education. India: Sterling Publishers
Private Limited.
Fely S. Castillo, Research Education and Scientific Writing (Latest Edition),
(ETC,BCEIC,BSEE,BSE,MA.inEd,Ph.D.) Booklore Publishing Corporation.
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B. Journal

Strebkov, Denis; Davis, Shannon N.,Journal of Education and Work. Retrieved from
http://www.tandf.co.uk/journals
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language teaching, Amsterdam, Kluwer. https://web.facebook.com

Berry, C. (2001) ‘Achievement effects of multi-grade and mono-grade primary schools in

the Turks and Caicos Islands; International Journal of Educational
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Schools(2004)pp.375-387, Article 1
 30

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Finland..PadmanablaRao, Y.A.(2005) Quality Schooling: Enriching the
commons.
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effects on wages, job satisfaction, and on-the-job search. Oxford Economic
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skills. OECD Education Working Papers 63, OECD Publishing, Paris. Retrieved
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graduate labour market. Econ Educ Rev 19(2) Retrieved from
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In: Ashenfelter O Card D (eds) Handbook of Labor Economics. Handbook of
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mismatch in Europe: understanding overeducation and overskilling for policy
 31

making. European Commission, JRC Science and Policy Reports, Luxembourg.

from http://www.infobasepublishing.com
Journal of Language Teaching and Research, Vol. 5, No. 1, pp. 80-87, January 2014 © 2014
ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/jltr.5.1.80-87
Retrieved from http://www.academypublication.com/issues/past/jltr/vol05/01/10

International Journal of English Linguistics Vol. 1, No. 1; March 2011. Retrieved from
https://www.researchgate.net

Journal of Education and Practice

www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X
(Online)
Vol.4, No.4, 201
Journal of Education and Practice
www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X
(Online)
Vol.4, No.4, 201
Journal of Education and Practice
www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X
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Vol.4, No.4, 2013
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 32

Vol.4, No.4, 2013

Tragant, E. (1997). “Mismatches
between Teachers' Expectations
and Students' Performances”.
[Online]
Available:
http://rua.ua.es/dspace/bitstream/10
045/6003/1/RAEI_10_14.pdf (May
20, 2011)
Mismatches between Teacher Intention and Learner Interpretation Significance of Non-
Native Speaker Teacher of English. Retrieved from
https://www.researchgate.net/publication/303630677

https://thebhutanese.bt/mismatch-between-teachers-qualifications-and-requirements
 33

APPENDICES
 34

Appendix A

INTERVIEW GUIDE

Part I. PROFILE OF TEACHERS

Direction: Read carefully and answer the items honestly by checking or filling the
appropriate blank. As much as possible, please do not leave an item blank.
Name: ______________________________________________________________
(Optional)
1. Age: 2. Sex: Male:___ Female:___

3. Civil status: ___ single ___married ___widowed

4. Educational Qualification/Attainment:
___BEEd Major in_________
___BSEd Major in_________
___Bachelor with MA units Degree and Major_________
___MA graduate/ MA Major in_________
___Doctoral Graduate Degree and Major__________
5. Experience in Teaching English: ____________ years.

Part II. PROBLEMS MET

A. Instructional Materials
Questions: What problems have you experienced in terms of teaching materials?

B. Administration Related Problems

Question: What administration related problems have you experienced?

C. Teaching Methods/Strategies
Question: What problems have you experienced in terms of teaching strategies?
 35

D. Trainings/Seminars
Question: What problems have you experienced in terms of trainings and
seminar?

Part III. COPING MECHANISM

Question: How did you overcome this problems? What are your coping
mechanisms?

Part IV. PROBLEMS MET

Question: What are your significant learnings from your experiences being a
non-major English teacher?
 36

Appendix B

Republic of the Philippines

Eatern Visayas State University- Graduate school
Tacloban, City

August 3, 2019

Dear Respondents,

Enclosed is a questionnaire useful in our research entitled: The Lived-

Experience Non-English Majors Who Are Teaching English Subject. This is

connection with my research for the course Practicum Research and Seminar

Please feel free to answer the questionnaire with honesty. Your participation is

indeed a big help for my success in this venture.

Your consideration in this regard is highly appreciated.

Very truly yours,

The Researcher
 37

CURRICULUM VITAE
 38

Personal Data

Name: MELVIN C. YANGA

Address: Brgy. Arado Burauen, Leyte
Date of Birth: July 24, 1991
Civil Status: Single
Religion: Roman Catholic
Father’s Name : Emiliano A. Yanga
Mother’s Name: Virginia C. Yanga

Educational Attainment
Elementary: Arado Elementary School
S.Y.1996-2002
Secondary: Burauen Comprehensive National High School
S.Y.2003-2009
College: EasternVisayasEastate University-Burauen
Course: Bachelor of Secondary Education
Major: English
Scholarship: Academic Schoolar
 39

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