CHAPTER 1

INTRODUCTION

Shortages of teachers have long been infiltrating educational sectors here and abroad. Since World War 2, the extensive period of teacher shortages has continued increase even to the present times (Gordon, 2004). In addition, Gursky (2000), a contributing editor to the American Federation of Teachers, emphasizes the need of the country to recruit and hire more than one million teachers in the next ten years. As a result, the said country has to find teachers from outside countries such as the Philippines. And since the United States has now opened its gates to the world, educators from the Philippines have taken the opportunity and thus, the Philippines educational sector itself is experiencing this shortage along with other issues it already has been facing. According to Federis (2006), the increased migration of teachers from the Philippines and other impoverished English-speaking countries help U.S. government fill up its lack of teachers (p.1). Such reasons for the teachers migration are due to the high salaries they will be able to receive, and the better facilities and materials they can use (Villamin, 2002). With all the reforms in the Philippine educational system, this problem continues to prevail. In view of this issue, the researchers are prompted to conduct a study to know the population of out-of-field teaching in the XXXXX School. The study will also delve on evaluating the teachers self-efficacy beliefs which is one determiner of

Statement of the Problem This study aims to determine the relationship between the self-efficacy level of out-of-field teachers and their students performance from the selected public high school namely: XXXXX School. Specifically, this study aims to answer the following questions: 1. What is the profile of the out-of-field teachers in terms of: 2. What is the level of self-efficacy of out-of-field teachers toward out-of-field subjects taught: 3. What is the academic performance of the students under the out-of-field teachers in the XXXX? 4. Is there a difference in the level of self-efficacy of out-of-field teachers when analyzed by the number of years teaching the subject? 5. Is there a significant relationship between the level of self-efficacy of out-of-field teachers and their students performance?

Significance of the Study The researchers deem this study significant for the school administrators, school principals, teachers, educations students and future researchers. First, the school administrators. Second, the school principals

Scope and Limitations This study is concerned to determine the populations of . The researcher will limit their study to the out-of-field teachers of the Thus, the researchers have identified the public high school of which respondents come from: XXXXX school. The study delimits the number of subjects the out-of-field teachers teach. If there be more than one subject he or she teaches, the study will only focus on the subject he or she has no specialization of.

Operational Definition of Variables The definitions that follow are operational definitions of the variables used in this study: Level of Self-Efficacy. This is the level of Number of years teaching the subject. It is the total years of the teacher Out of field subjects. These are

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Teachers in the secondary and collegiate level are taught and trained with specializations. However, since 1990s, the onset of out-of-field teachers has caught educators attention slowly. With the problem of the increasing out-of-field teaching, there are only a few studies giving evidence to this issue.

On Out-of-Field Teaching There is an increasing number of researches which suggests that a teachers knowledge on his or her field is one of the most necessary element of teacher quality and that students, especially on higher grade levels benefit much from those teachers who have a firm background towards the subject they are teaching (Arlington, 2004). That is to say, teachers who gained mastery.

Causes of Out-of-Field Teaching Much to the ongoing issue of out-of-field teaching, Ingersoll (1998) believes there are a few reasons or factors that have caused out-of-field teaching. First, he believes

Scope of Out-of-Field Teaching Indeed, out-of-field teaching differs in different types of institutions and that generally, students For instance, Ingersoll (1998) discovered that one third of all secondary teachers who didnt have a major and even a minor in Mathematics or in .

On Self-Efficacy What we believe we can do determines the extent of the possibilities of being able to do such. This is the nature of self-efficacy theory. Santrock (2004), Allen (2006) and Frett (2007) state that Albert Banduras theory of self-efficacy is the

Self-Efficacy among Teachers Self-Efficacy is not only limited to the students but also has a significant relevance to teachers. This implies the idea that teachers need to enrich

On Teacher performance and student performance Teacher quality matters. In fact, it is the most important school-related factor influencing student achievement (Rice, 2003, p.1)

Justification of the Study With the prior related literature and studies which were cited, self-efficacy of the teachers was never given much importance.

Despite the date presented, there are still missing gaps in the study of the out-offield teaching phenomenon, One of these gaps is the beliefs of the teacher with regard to teaching subjects which they have little to no background of.

CHAPTER 3

METHODOLOGY

This chapter presents the research design, research locale, respondents, instruments, data gathering and statistical data used in the study.

Research Design This study uses a quantitative, descriptive, analytical research design to determine the out-of-field teachers self-efficacy beliefs in relation with students performance. In addition, the study intends to see the difference

Research Locale This study was conducted to XXXXX School located XXXX.

Respondents of the Study The respondents are randomly selected from XXXX school. Furthermore, the respondents were identified through random selection since the population is quite big. Thus,

Research Instrument The instrument used in this research is a survey-questionnaire form that identifies It has a 5-point scale at (1) Nothing; (2) Very Little; (3) Sine Influence; (4) Quite a Bit; and (5) A Great Deal.

Data Gathering The researchers first identified the research locale. Then they

Statistical Treatment of Data The gathered data were statistically processed, analyzed and interpreted. The following are the procedures: To determine the out-of-field teachers level of self-efficacy, the mean is to be solved. The mean is used to analyze these data since it is the measurement of the central tendency which is most reliable. The data will be gathered from the results of the questionnaire. The formula is X=

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of data to answer the problems presented in Chapter 1 on (insert title).

The out-of-field teachers in selected public high school namely the XXXXX are the respondents of this study. The study seeks to (insert general objective). The researchers were able to gather all the necessary data as presented in the following table and information below.

Profile of Out-of-Field teachers There are nine (9) out-of-field teachers, eight (8) females and only one (1) male if the nine teachers few are in the 31-40 years old bracket, others are in the 41-50, the rest are in the 51-65. All of them are married. Majority of the respondents are non-science and math major Furthermore, it is important that the profile of these teachers be presented to see the disparity of their specialization and teaching load. The distribution of the respondents, according to age, implies that out-of-field teaching does not only affect younger or newly hired teachers, but also those who have been in a teaching career for more than a decade. Such results differ from the study of

Ingersoll (1998) that newly employed teachers are more often taken to facilitate subjects that are out of their specialization. Table 1. Profile of Out-of-Field Teachers (insert table)

Out-of-field teachers Self-Efficacy The level of self-efficacy has three (3) areas which are the student engagement, the instructional practices, and classroom management. For teachers student engagement or ability to motivate students, the result shows very high level of self-efficacy with a mean score of 4.63 out of 5 which is the highest possible score. Student engagement means Since the results shows very high level of self-efficacy, the respondents or the out-of-field teachers believe they can.. (insert interpretation) Students Level of Performance Out-of-Field Teachers Self-Efficacy analyzed by Number of years teaching the subject

CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This

chapter

presents

the

summary

of

findings,

conclusions

and

recommendations for further study. Summary This study is aimed to strongly emphasized the importance of trying to understand the elusive self of teachers through (survey questionnaire). The questionnaire was used to determine the level of Conclusions With the specified findings, the following conclusions are derived: 1. The number of years 2. Out-of-field teachers of XXXXX school rated their self-efficacy level as very high. Thus, they believe,,, Recommendations Based from the conclusions of the study, the following recommendations are presented: 1. To School Administrators and Principals, that

a. Out-of-field teaches should be encouraged to join seminars and training to enrich their skills and knowledge b. As much as possible, teachers be assigned to teach the subject which they have specialized on. 2. To Out-of-Field teachers, that a. They continue to enrich b. They continue to motivate 3. To future researchers, that a. A study on b. A study on