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CHAPTER 3
METHODS AND PROCEDURES

This chapter presents the processes by which the study

answers the research questions. This include the research

design, participants, sampling techniques, data gathering

procedures and statistical tools that will be used to analyse

the data.

Research Design
The researcher used the descriptive method in this

study. Descriptive because it ascertain prevailing conditions

on the knowledge and pedagogical resiliency of non-major

teachers in senior high school of the municipality of Mandaon.

The Respondents
The respondents of the study are the senior high school

teachers of secondary schools in the municipality of Mandaon.

Sampling Method

The sampling method by the researcher in getting the

respondents was purposive sampling wherein all senior high

school teachers will be chosen as the respondents.

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Data Gathering Procedure

In conducting the study, the researcher used survey

questionnaire to gain the necessary information from the

respondents. The questionnaire reflected the profile of the

teacher, sources of difficulty in terms of content and

application of pedagogical approaches, teaching interventions

made by the teacher and the support they received from the

school administration. It is categorized into three such as

instruction, personal and administration to answer research

problems. Respondents wrote their responses to given

questions.

An interview was conducted also by the researcher along

with the conduct of survey, in this instance, researcher wrote

their responses. This invited teachers to describe

experiences of their own practice and researcher encouraged

teachers to explain why and how things had been achieved and

include probes which provide teachers with scope to expand

upon their responses.

Statistical Tools Used

The data obtained from the survey questionnaires and

interviews was interpreted and analysed to answer specific

problems in this study. Data tabulation was used also to

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illustrate the data gathered for presentation, interpretation

and analysis.

The researcher used frequency count and percentage in

interpreting the profile of non-major teachers in senior high

school with the following formula.

Formula: P= (R/N) x 100

P=Percentage

R=Responses

N= No. of respondents

Thematic analysis was used by the researcher as the most

widely used qualitative approach to identify, analyse and

report patterns within the data. This will include

familiarizing with the data, generating initial codes,

searching for themes, reviewing themes, defining and naming

themes and producing report.

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Chapter 4

RESULTS AND DISCUSSION

This chapter discusses the results of the survey on the
knowledge and pedagogical resiliency of non-major teachers in
Mandaon.

Profile of the Non-Major Teachers in Senior High School

Table 1
Number of Respondents by Gender
School Male Female Total
Bugtong National High School 1 1 2
Cabitan National High School 3 1 4
Cleofe A. Arce Memorial High 2 1 3
School
FAEMHS 7 3 10
Lantangan National High School 2 0 2
San Pablo National High School 4 1 5
Tumalaytay National High School 0 2 2

Based on the Table 1, out of seven senior high

schools in the Municipality of Mandaon Federico A. Estipona
Sr. Memorial High School has the highest number of male and
female senior high school teachers while Bugtong National
High School, Lantangan National High School and Tumalaytay
National High School has the lowest number of senior high
school teachers. Table 2 shows also that only female teachers
handled senior high school subjects in Tumalaytay National
High School and for Lantangan National High School senior
high school subjects are taught by male teachers.

Table 2

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Data on Employment Status of Senior High School Teachers

Number of Probationary
Schools
Bugtong National High
School
Cleofe A. Arce Memorial
High School
Cabitan National High
School
Federico A. Estipona
Sr.Memorial High School
Number of Permanent
Teachers Teachers
0 2
0 3
0 4
2 8

Lantangan National High

School 0 2
San Pablo National High
School 0 5
Tumalaytay National High
School 0 2

Table 2 revealed that out of seven senior high

schools in Municipality of Mandaon only Federico A.Estipona
Sr. Memorial High School has two probationary status in
employment while the six senior high schools had permanent
teachers. Teachers under probationary status had a contract
of five years in service, however, they can apply for
permanent status once they have eligibility.
Table 3
Frequency and Percentage of Teachers’ Specialization

Specialization Frequency Percentage

English 7 25.9%
Mathematics 4 14.8%
Science 6 22.%
Social Studies 1 3.70%
TLE 9 33.3%

Table 3 shows that among twenty seven respondents in

senior high school TLE has the highest percentage in terms of
specialization of senior high school teachers in the
Municipality of Mandaon. It indicates that TLE is the most
specialization of the senior high school teachers while
social studies shows lowest percentage. However core and
applied subjects in senior high school requires social

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subject teachers because of different subjects related to

social sciences.
Table 4
Number of Non-Major Teachers in Senior High School
Schools Number of SHS Number of Non-
Teachers Major Teachers
Bugtong National
High School 2 2
Cleofe A. Arce
Memorial High 3 3
School
Cabitan National
High School 4 4
Federico A.
Estipona Sr.
Memorial High 10 10
School
San Pablo National
High School 5 5
Tumalaytay
National High 2 2
School

Table 4 above shows that the number of senior high school

teachers in every school is equivalent to the Number of Non-
Major teachers. It indicates that all senior high school
teachers handled non-major subjects.

Table 5
Training Status of Senior High School Teacher
School Number of Trained Number of
Teachers Untrained Teachers
Bugtong NHS 1 1
Cleofe A. Arce MHS 3 0
Cabitan NHS 3 1
FAEMHS 10 0
Lantangan NHS 2 0
San Pablo NHS 3 2
Tumalaytay NHS 2 0

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Table 4 revealed that there are untrained senior high

school teachers in Bugtong National High School, Cabitan
National High School and San Pablo National High School while
senior high school teachers from five senior high school had
trainings. This can be used as reference for senior high
school coordinator and school heads in sending teachers to
training conducted by Department of Education.

Results and Discussions

Q.A. What is your impression or point of view in teaching

those non-major subjects?
“It’s hard on my part because it takes time and effort to
study each subjects aside from that I have five non major
subjects per semester”

Difficult to teach is the emerging theme among non- major

teachers in senior high school. Research conducted by Mizzi
(2013) supported this theme that teachers teaching outside
their specialization faced considerable difficulties. First
of all this teacher need to understand the structure and
nature of the discipline and learn unfamiliar content
knowledge, which is known as subject matter.
The statement given by one of the respondents also
support the striking findings in the study of Childs& Mc
Nicholl (2007) that teachers regardless of their expertise
faced similar issues and challenges when teaching non-major
subjects. These findings are consistent with the findings of
another study conducted by Sander (1993) that teachers
encountered difficulties in planning lessons because they
were uncertain of the time required to develop different
concepts and how to sequence the content.
Teaching non-major subjects in senior high school is
basically difficult since a background on subject is
important in teaching to achieve the learning competencies in
every lesson. Content to be learnt by senior high school
teachers are new and complex and constantly demand effort and

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additional techniques to learn. However, senior high school

teachers willingly accepted this nature of teaching.

2.Q. B. What preparations did you made prior to teaching non

major subjects?
“Aside from lesson planning, I did some research through
internet almost every night”
The above mentioned statement support the emerging theme
prior knowledge which is the single most important factor in
learning. It is easier to learn and make a connection when
prior knowledge exist. Non major teachers obtained it through
accessing internet, likewise, review of curriculum guide and
reading of related literatures are much helpful.
“Do some research in internet and study the subject
during my vacant time, or should I say most of the time”
It is very evident that the responses of non-major
teachers support the idea of Sander (1993) wherein he revealed
that when teaching non-major subjects, lessons were more
teacher dominated and more time was devoted to teacher
explanation. Constructivism as a learning theory supports
also the idea of using prior knowledge as the main factor in
learning. It is easy to construct, or create learning with
prior knowledge to grasp and make sense of new information.
All preparations conducted by non-major teachers’ leads
to acquisition of prior knowledge. It is a vital part of
teaching non-major subjects since the more a teacher learns
about something the more elaborate become the mental schemas
that connect various underlying concepts and principles.

3. Q.C In the delivery of the lesson, what are the

difficulties you’ve met in terms of content of the subjects?
“Most of the time, understanding on the subject matter
itself. Sometimes, I have to read three different books to
have better understanding”
The emergent theme among respondents is knowledge in
subject matter. Inadequate background in the subject
knowledge is one of the main factors that contributes to such
difficulties and it will have an impact on the development of

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teachers as well as on the teachers’ self-confidence when

teaching lesson in non-major subjects. According to De Jong
(2002), teachers’ knowledge strongly influences all aspects
of teaching like preparation, planning and decision making
regarding the choice of content to be learnt.
“Though I can deliver my lesson very well, my problem is
the technicalities of the concepts which requires deeper
understanding in which I was not prepared to.”
Hence, knowledge in subject matter is significant in such
way that teacher can transform it into suitable activities,
analogies or simulations and adapt them to the different
learners’ abilities during delivery of lesson to help
learners learn meaningfully.
4. Q.D What are your difficulties in selecting pedagogical
approaches in teaching non-major subjects in senior high
school?
“It is really difficult to choose suitable approaches on
each topic”
Application of appropriate pedagogical approach emerged
as theme in this item. It is rooted from their knowledge on
the content of the subject. In support of this theme, one of
the teacher responded:
“I don’t really have any idea on specific topic, my
knowledge is limited so I only use discussion.”
Based on their responses, an in-depth knowledge of the
subject matter helps non-major teachers provide alternative
explanations or use different approaches to help students
understand complex concepts. Holistic-based approach agreed
to this circumstance in teaching wherein knowledge is used in
developing appropriate pedagogical approached supportive for
learning.
Learning is dependent on pedagogical approaches teachers
use in the classroom. Effectiveness of pedagogy often depends
on the particular subject matter to be taught and lead to
academic and other aspects of a learner. But if subject matter
is irrelevant or unfamiliar to teacher both learning and
teaching process will compromise.
5. Q. E. How do the difficulties of teaching non-major
subjects affect the performance of your leaners?

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“Learners have limited learning and they based only on the

information I gave them”
“In my area, no access of internet, learners module is much
needed especially in ICT they have difficulties on how to
do it in actual and they just imagined it.”
Non-major teachers believed that difficulties in
teaching lead to poor performance. Teachers play an important
part in determining the quality of teaching among learners
while the quality of teaching affects student achievement.
This emerging theme support the study conducted by Hobbs
(2015) revealed that teachers teaching non major subject are
concerned on negative impacts of their teaching, such as lower
achievement scores and unable to demonstrate content in real
life. While UNESCO (2014) cited that good education means
that students can achieve measurable objectives and life
skills.
Many variables like family, friend, and school
administration can be responsible for students’ achievement.
However teachers have direct responsibility to grow
academically successful students up and they are one of the
most important school-based factors affecting students’
performance.

6. Q.F. What techniques and strategies you employ in handling

difficulties in the content of non-major subjects you taught?
Creativity emerged as theme and it is supported by their
responses such as:
“In my PE class, the competencies is more on dances, I
admitted that I can’t give them all they need so I decide to
conduct a Seminar-Workshop on Dances and it was successful.
All competencies for the 1st and 2nd grading period were
carried out.”
Another response support this theme:
“I observe students on how to caught their interest to the
topics discussed”
Creativity unlock difficulties. There are alternative
and varied means that supports non-major teachers in handling
difficulties it only takes a creative mind to innovate

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relevant and meaningful learning experiences that compensate

teaching.
Another theme emerged is resourcefulness;
‘We use available resources as alternative for them to
understand what is being taught.’
Resourcefulness is the ability to find and use available
resources to achieve goals. Similarly, salient feature of
kto12 framework known as Contextualization and Localization
encourage teachers to make competencies relevant, meaningful
and useful in the use of learning materials in terms of
Geography, cultural diversity and individuality.
When facing difficulties in teaching non-major subjects,
teachers resort to a range of strategies to deal with. During
planning stage, they can read textbooks and seek help from
colleagues especially about practical application.

7. Q.G. What are the significant attributes a teacher should

practice in teaching non-major subjects?
All non-major teachers almost responded in one theme
which is a positive attributes.
Research is beginning to reveal that positive thinking is
about more than just displaying an upbeat attitude but
creating connections and heightened levels of creativity.
Positive attitude can actually create real value in life and
help build skills that last longer. Based on broaden and build
theory by Fredrickson that positive emotions can build
physical, intellectual and social abilities.
Therefore, positive attributes can benefit non-major
teachers from their difficulties and help them perform better
at work. They automatically responds to certain situations
with positive thoughts.
8.Q.H What strategies do you, personally, use to stay positive
during difficult times of teaching non-major subjects?
“What really motivates me is the future of my students
depend on me. If I fail, they will fail.’
The emerging theme is mind setting. This supports the study
of Richard (2015) on benefits of mindfulness or focusing on

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the present would be particularly helpful for teachers.

Teachers who have strong belief in their ability to control
what happens to them have higher chances of staying in the
classroom (Howard &Johnson, 2004).
In other words they have an internal locus of control,
how comfortable they felt as a person and in their role as a
teacher to sustain themselves

9.Q. I. How would you define a resilient teacher?

The responses of non-major teachers emerged the theme
flexible in defining a resilient teacher.
“Resilient teachers are flexible enough to accept
changes and are willing to take risk”
“Flexible in everything eg.teacher will adjust to the
subject”
In this item, teachers’ resiliency is evidently
associated to flexibility since teaching is complex,
demanding and can be unpredictable. According to Gu & Day
(2007) teaching is a demanding job, as schools continue to
diversify and the role of school teacher teaching becomes
increasingly complex, it is important for teachers to become
resilient to survive in the context of school.
Flexible teachers are more likely to be resilient. To be
resilient is to be flexible and tough when the situation calls
for it. To be resilient means to be able to handle the usual
challenges. Teachers’ ability to bounce back after
interruption, disruption or situations out of their control
is the key to managing inevitable difficulties of senior high
school teachers.

While one of the non-major teachers’ defined resilient

teacher as:
“A motivated person and able to make a difference”
Though it does not support the emerging theme but it’s
a good implication of fostering resiliency. It is significant
for teachers to recognize the challenges in learning to teach

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and the reason for these and that is to make difference among
learners.
Teachers are on frontline and like most jobs, teaching
comes with stress. Furthermore, it requires multitasking
routines and standardized competencies in the present
curriculum, but the sources of teachers ‘stress and
difficulties is not mainly the dispute rather their
significant practice.
10.Q.J What are the basis of your school administrator in
assigning subjects and workload to senior high school
teachers?
The responses gathered from non-major teachers in senior
high school produced a theme specialization. Assigning
workloads is an administrative function of school heads,
common basis is teachers’ specialization to competently
deliver the learning objectives and competencies of lessons
in senior high school. Mostly, a senior high school teacher
handled subjects relevant to specialization and non-major
subjects may be assigned to meet maximum teaching load per
week.
“In second semester, where I am assigned it is very
difficult since I am overload in teaching. I handled six
subjects and I prepare six preparations per day. Nobody from
junior high school teachers are willing to be borrowed to
teach the other subject in senior high school and this issue
is just ignored in our school”
The abovementioned statement does not support the theme
in this item but rather a significant finding among senior
high school teachers. It is very evident that quality of
teaching is no longer the goal but only to teach. Likewise,
basis in assigning workload is not clearly identified and
intervention of the school administration is evident to
address the prevailing issue.
In this regard, support from the workplace claims as big
factor to help teachers deal with their difficulties and
weaknesses. Identifying Issues and concerns of senior high
teachers is a good indication of giving support system to
them.

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11.Q.K. Did you receive support from your school

administration on the difficulties you encountered in
teaching senior high school subjects?
“Yes, school supplies and references for the subject
assigned to me”
Learning materials emerged as theme among responses.
Senior high school has many struggles along
implementation such as lack of teachers, untrained teachers,
no learning modules, unavailability of teaching guides and
incomplete facility is added on it. Upon implementation of
senior high school, learning references that matches with
competencies in curriculum guide for each subject is the main
concern of senior high school teachers. While learning the
content of subject matter and looking for appropriate
reference are both time demanding and requires extra effort
to learn the content itself.
Sustaining teaching in senior high school requires a
support system from school administration to encourage
teachers and help them cope with never ending, ever changing
series of demands in giving meaningful and relevant learning
experiences.

Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter summarizes the rationale of conducting the
research on Knowledge and Pedagogical Resiliency of Non-Major
Teachers in senior high school, the significant findings and
recommendation of the study.

Summary
K to 12 curriculum, a 21st investment in education had
been a breakthrough in Philippine educational system. It is
a response and integration as well of ASEAN countries in
building sustainable economic growth. The K to 12 framework
supports primary goals of education which is the development

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and deepening of students’ understanding. One of the best

features of K to 12 framework is the additional two years in
secondary now known as Senior High School. In two years of
senior high school implementation different issues and
concerns were revealed and challenges to learners, teachers
and schools.
This paper presents the initial compilation of knowledge
and pedagogical resiliency of non-major teachers in senior
high school as responded by senior high teachers in the
municipality of Mandaon namely: Bugtong National High School,
Cleofe A. Arce Memorial High School, Cabitan National High
School, Federico A. Estipona Memorial High School, Lantangan
National High School,San Pablo National High School,
Tumalaytay National High School.
Specifically, it provided answers to the following
questions:
1. What is the profile of non-major teachers teaching
core and applied subjects in senior high school?
2. What are the problems met by the non-major teachers
in senior high school in terms of content of the subject.
3. What are the interventions conducted by non-major
teachers in teaching senior high school subjects.
4. What are the assistance provided by the school
administration to the non-major teachers in senior high
school?
This research has 14 respondents. They were all senior
high teachers under permanent and probationary status in
Municipality of Mandaon.
A survey questionnaire was provided by the researcher,
an interview was conducted and focused group discussion to
some respondents to seek out responses and insights. The
questionnaire was divided into three category such ass
instruction, personal and administration. The task of the
respondents was to write their responses to each question and
their insights during interview and focus group discussion.
The researcher did the collection and analysis of data by
using percentage of equivalent in profile of respondent while
thematic analysis using the following steps: familiarizing
the researcher with the data, generating initial codes,

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searching for themes, reviewing themes, defining and naming

themes.
Conclusions
1. There are non-major teachers teaching core and applied
subjects in senior high school. Some of them are under
probationary status and still untrained in senior high
school.
2. Thirty three percent of Specialization among senior high
school teachers is TLE.
3. Some senior high school in the Municipality of Mandaon
found to have lack of teachers to teach the subject and
resulted to overload in number of preparations.
4. When teaching senior high school subjects, series of
readings and rigorous research were made by teacher as part
of their preparation to teach and also to grasp and understand
the concepts of lessons.
5. Knowledge in subject matter found to be the main problem
of senior high school teachers in teaching non-major subjects
and choosing appropriate pedagogical approach for each lesson
has found to be difficult for senior high school teachers.
6. Creativity and resourcefulness are personal strategies
applied by senior high school teachers to resolve
difficulties in teaching non-major subjects.
7. Field of specialization is the most basis of assigning
subjects to senior high school, however due to unavailability
of teachers to teach the subject, school heads assigned non-
major subjects to senior high school teacher.
8. Most of the support provided by school administration to
senior high school teacher is procurement of learning
references.

Recommendations
Based on the results and findings of this study, the
following are the researcher’s recommendation:
1. Since teaching non-major subjects is observable in senior
high schools, Department of Education must equip all senior
high school teachers through continuous intensive seminar

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workshop in content and process of senior high school subjects

to provide them background framework of subjects and
approaches in senior high school.
2. School heads in coordination with senior high school
coordinator must conduct regular consultative conference to
senior high school teachers to review, assess and resolve
prevailing difficulties of senior high school teachers.
3. School heads must assign workloads equally and avoid
overloaded in subject preparations to senior high school
teachers to give them ample time in preparing their lessons
and instructional materials. Assigning senior high school
subjects to junior high school teacher is recommended and if
needed.
4. Allocate sufficient fund in providing learning and
instructional materials to teachers and learners in senior
high school.
5. ICT integration must be intensified and enhanced to provide
meaningful learning experiences in senior high school.
6. Conduct series of studies in line with senior high school
implementation.

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