Factors Influencing Junior High School Technology and Livelihood Education (TLE) Teachers Teaching Out-of-Field in Public Secondary Schools in the Province of Sorsogon
DOI:
https://doi.org/10.65339/ijsair.V2.I2.176Keywords:
Administrative Support, Out-Of-Field Teaching, Self-Efficacy, Teacher Profile, Teaching Experience, Teaching Load, Technology and Livelihood Education (TLE), Teacher MotivationAbstract
This study examined the factors associated with out-of-field teaching among Junior High School Technology and Livelihood Education (TLE) teachers in selected public secondary schools in the Province of Sorsogon. Grounded in Bandura’s Social Cognitive Theory, Herzberg’s Two-Factor Theory, Human Capital Theory, Systems Theory, and the Integrated Teacher Competence and Professional Growth (ITCPG) Framework, the study employed a quantitative-descriptive design with a correlational component. Data were collected using a structured survey questionnaire administered to 161 TLE teachers selected through purposive sampling. Descriptive and inferential statistics, including frequency, percentage, mean, ranking, Pearson correlation, and Spearman’s rho, were used to analyze teacher profile variables, school-related factors, teacher-related factors, and the extent of out-of-field teaching. Findings revealed that out-of-field teaching is widespread and prolonged, indicating a structural specialization mismatch. Institutional factors such as high teacher–student ratios, insufficient instructional resources, and limited administrative support significantly contribute to this condition. While teachers demonstrated strong motivation, their self-efficacy declined when teaching outside their specialization. Teaching experience was significantly related to school-related factors, whereas demographic characteristics showed no significant relationship with teacher-related factors. The study concluded that out-of-field teaching is primarily a systemic issue and recommended the implementation of an Individual Professional Development Plan (IPDP) incorporating specialization-based training, mentoring, Learning Action Cells, and team-teaching strategies to enhance teacher competence and instructional quality. This study aligns with Sustainable Development Goal (SDG) 4 on Quality Education and SDG 8 on Decent Work and Economic Growth by addressing teacher competence, instructional quality, and working conditions. It contributes to educational, institutional, and socio-economic sustainability by informing policies and professional development systems that support effective teaching and workforce readiness.
References
Agreda, J. R., & Cornista, G. A. (2025). School leadership support and teacher job satisfaction in Philippine public secondary schools. Asia Pacific Journal of Educational Management, 12(1), 45–60.
Antonio, J. B., & Quirap, E. A. (2025). Teachers’ professional development activities and efficacy. International Journal of Multidisciplinary Research and Analysis, 8(4), 15–28.
Antonio, R. P., & Quirap, M. T. (2025). Teacher motivation and adaptive practices in out-of-field teaching contexts. Philippine Journal of Education, 104(2), 78–94.
Baras, J. L., & Gillo, R. M. (2024). Out-of-field teaching and its effects on teacher self-efficacy and instructional practices. International Journal of Instruction, 17(3), 215–232.
Beley, N. (2025). Out-of-field teaching and self-efficacy: Its influence on teachers’ job satisfaction. Psychology and Education: A Multidisciplinary Journal, 46(4), 495–508.
Caldis, S. (2022). Early-career teachers and professional adaptation in Philippine public schools.
Castro, M. A., Asignado, R. A., & Recede, R. A. A. (2023). Out-of-field teaching: Impact on teachers’ self-efficacy and motivation. International Journal of Multidisciplinary: Applied Business and Education Research, 4(2), 519–533. https://doi.org/10.11594/ijmaber.04.02.19
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Department of Education. (2024). DepEd order no. 005, s. 2024: Guidelines on the allocation of teaching overload. Department of Education.
Du Plessis, A. (2021). Out-of-field teaching and the implications for teacher identity and professional learning. Educational Research Review, 32, 100382.
Du Plessis, A. (2024). Out-of-field teaching practices and leadership responses. Springer.
Du Plessis, A., & de Wet, C. (2022). The meaning of out-of-field teaching for educational leadership. Australian Catholic University Research Bank. https://acuresearchbank.acu.edu.au/item/85989/the-meaning-of-out-of-field-teaching-for-educational-leadership
Dube, B., & Mlotshwa, S. (2022). Development of teacher self-efficacy for teaching in rural schools. Journal of Teacher Education and Educators, 11(3), 293–308.
EDCOM 2. (2024). Teacher hiring mismatch and specialist shortages in Philippine secondary schools. Second Congressional Commission on Education.
Eryilmaz, N., Kennedy, A. I., Strietholt, R., & Johansson, S. (2025). Teacher job satisfaction and school working conditions. Studies in Educational Evaluation, 85, 101474.
European Commission. (2023). Teacher professional development in Europe: Trends and challenges. Eurydice Report.
European Schoolnet. (2022). 21st century European teachers: Report on the regulatory frameworks of teacher education and training. http://www.eun.org/documents/411753/11975354/D5.1+Report+on+the+regulatory+frameworks+of+teacher+education+and+training.pdf
Fessehatsion, P. W., & Pai, P. (2025). Self-efficacy and school climate in teachers’ job satisfaction. International Journal of Research in Education and Science, 11(2), 341–357.
Guskey, T. R. (2021). Professional development and teacher change. Teachers and Teaching, 27(4), 303–319.
Hanfstingl, B., et al. (2023). Out-of-field teaching and its impact on cognitive and non-cognitive student outcomes: An international perspective using TIMSS 2023.
Hobbs, L., & Törner, G. (2021). Teaching out-of-field: Implications for teacher quality and student learning. Teaching and Teacher Education, 102, 103305.
Ingersoll, R. M., & Tran, H. (2025). Out-of-field teaching in secondary schools: Trends and equity implications. Journal of Teacher Education. https://nces.ed.gov/pubs/web/96040.asp
Jomuad, P. D., Antiquina, L. M., Balansi, J. C., et al. (2021). Teachers’ workload in relation to burnout and work performance. International Journal of Educational Management, 35(6), 1245–1260.
Lindorff, A. (2022). Teacher attrition in international contexts: Preparation and retention. Teaching and Teacher Education.
Opoku-Agyemang, K. (2025). The nexus between instructional effectiveness of teachers and students’ academic performance: A survey on senior high school accounting teachers. Cogent Education, 12(1), Article 2476287. https://doi.org/10.1080/2331186X.2025.2476287
Organisation for Economic Co-operation and Development. (2022). Education at a glance 2022: OECD indicators.
Organisation for Economic Co-operation and Development. (2024). Teachers and school leaders as valued professionals.
Owusu, K., & Mensah, J. (2022). Out-of-field teaching and pedagogical challenges. International Journal of Educational Research, 114, 101987.
Paller, V. R., & Quirap, M. T. (2024). Professional development and resilience of Filipino teachers. Philippine Social Science Journal, 7(1), 55–69.
Peleg, R., & Orpaz, O. (2025). Reconceptualizing out-of-field teachers’ professional development. CRIS–IUcc. https://cris.iucc.ac.il/en/publications/reconceptualizing-out-of-field-teachers-professional-development-/
Philippine Institute for Development Studies. (2023). Teacher motivation and workforce challenges in the Philippine education sector.
Sancar, R., Atalmis, E., & Yanpar-Yelken, T. (2021). High-quality professional development for teachers. Elmhurst University Blog. https://www.elmhurst.edu/blog/high-quality-professional-development-for-teachers/
SEAMEO INNOTECH. (2023). Teacher motivation and professional engagement in Southeast Asian education systems.
Sims, S., & Fletcher-Wood, H. (2022). Effective teacher professional development: New theory and a meta-analytic test. Centre for Education Policy and Equalising Opportunities Working Paper, 22(02). https://discovery.ucl.ac.uk/id/eprint/10175439/1/cepeowp22-02.pdf
Skaalvik, E. M., & Skaalvik, S. (2021). Teacher stress and self-efficacy. Teaching and Teacher Education, 101, 103316.
Tarrayo, V. N., et al. (2023). Teachers’ workload policy: Its impact on Philippine public school teachers.
Tschannen-Moran, M., & Hoy, A. W. (2021). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 101, 103321.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.
UNESCO. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession.
Wilde, J., et al. (2025). Addressing teacher shortages in an international context. European Journal of Teacher Education, 48(1).
Zakariya, Y. F. (2021). School climate and teacher self-efficacy. Teaching and Teacher Education, 97, 103220.
