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MATCHY-MATCHY GONE WRONG: STORIES OF LICENSED PUBLIC

SCHOOL TEACHERS IN SPECIALIZATION MISMATCH

A Research Paper

Presented to the

FACULTY OF SENIOR HIGH SCHOOL DEPARTMENT

Maryknoll School of Lupon, Inc.

In Partial Fulfillment of the Requirements for the

Applied Track Subject

PRACTICAL RESEARCH 1

ALEXIA CASSANDRA G. AREGLADO

SEAN ANDREW LORENZ L. AMAR
NATASHA CHRISTINE E. ARROYO
SOPHIA ANGELIE P. LAGUIDAO
MARIE CLAUDETTE D. MAMAC
JHANINE KHRIZT P. PELENIO
JAMES CLAUDE P. ADONA
MARCLOYWD M. DONOSO
ADRIANA BOISER

MAY 2024
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MARYKNOLL SCHOOL OF LUPON, INC.

Kambing Baratua St., Poblacion,
Lupon, Davao Oriental 8207 Philippines

SENIOR HIGH SCHOOL DEPARTMENT

APPROVAL SHEET

This QUALITATIVE RESEARCH PAPER of Maryknoll School of Lupon, Inc.

prepared and submitted by Alexia Cassandra G. Areglado, Sean Andrew Lorenz
L. Amar, Natasha Christine E. Arroyo, Sophia Angelie P. Laguidao, Marie
Claudette D. Mamac, Jhanine Khrizt P. Pelenio, James Claude P. Adona,
Marcloywd M. Donoso, Adriana Boiser, in partial fulfillment of the requirements for
the Applied Track Subject, Practical Research 1, has been examined and is
recommended for approval and acceptance.

MS. FEMIE C. GOLES, LPT

Practical Research 1 Adviser

APPROVED by the Class Advisers with a grade of PASSED.

MR. NOE C. NERMAL, RN MR. ALCHE D. CARRIEDO, LPT

Grade 11 – St. James the Great Assistant School Principal
Class Adviser/Senior High School
Department Coordinator

ACCEPTED and APPROVED in partial fulfillment of the requirements for the level,
Grade 11 Senior High School Science, Technology, Engineering, and Mathematics
(STEM) Academic Strand.

SR. MARY DAISY D. DONADO, O.P.

School Directress/Principal

May 2024
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ACKNOWLEDGEMENT

This study is the product of many months of diligent effort,

commitment, and persistence, and we, the student researchers, are proud of

what we have achieved. We understand that our success would not have

been possible without the support of those around us. Hence, we would like to

take this moment to express our gratitude to everyone who assisted us

throughout this study. Their contributions have been invaluable, and we will

forever be thankful for their kindness and generosity. We, the researchers,

would like to acknowledge the following individuals for their help and support

in completing this study:

Our sincere gratitude extends to the members of the Administration for

their indispensable help in our research paper. Their continuous support and

commitment were important in accomplishing our project. Without their

invaluable contributions, we wouldn't have completed this research. We're

grateful for the chance to work within such an encouraging and motivating

administrative structure.

We extend our gratitude to Sr. Mary Daisy D. Donado, O.P., our School

Directress/Principal, for granting us the opportunity to pursue this study and

for igniting our passion for the topic. Her commitment to fostering academic

excellence has served as a driving force for this endeavor. Her support and

encouragement have been instrumental in enabling the success of our study.

We express our appreciation to Mr. Alche D. Carriedo, LPT, our

Assistant School Principal, for his attentive mentorship, unwavering

encouragement, and unwavering support throughout our research journey.

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His guidance and enthusiasm have been crucial to the progress of our project.

We are grateful for his constant motivation and dedication to pushing us

forward, especially since the start of this study.

To our Senior High School Department Coordinator and Class Adviser,

Mr. Noe C. Nermal, RN, we extend our deepest gratitude for your unwavering

guidance and support throughout the entirety of our study. We are especially

thankful for your generosity in allowing us to use your printer to submit our

revised paper. Thank you for consistently checking on our progress, and

offering assistance and encouragement at every step. Your helpful nature and

kind words have been instrumental in our ability to complete this project in

Practical Research 1.

To our Practical Research 1 Subject Teacher/Research Adviser, Ms.

Femie C. Goles, LPT, we are truly grateful for your guidance and support

throughout our study. Your high-quality education has shaped us into the

effective researchers we are today. We deeply appreciate your kindness and

patience in reviewing our papers and checking in on us. Your encouraging

words and genuine concern motivated us to give our best and strive for

excellence in our research. Thank you for your understanding and forgiveness

despite any unpleasant behavior on our part. Your consistent support and

dedication have been unwavering. You are truly an inspiration. Words cannot

fully express our gratitude and appreciation for all you have done.

To our participants, who generously shared their time, knowledge, and

experiences for our research, we extend our heartfelt gratitude. Thank you for

your open and honest communication, which has been invaluable to our
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study. Your contributions were essential to the success of our research, and

we deeply appreciate your willingness to participate.

To the Researcher’s Families and Relatives, we extend our heartfelt

gratitude to everyone who supported us throughout this research journey. We

are especially thankful for welcoming us into your home, ensuring our safety,

and providing us with reliable internet. Your support and hospitality were

instrumental to the success of our research. Thank you very much, and we

deeply appreciate everything you have done for us.

To the researchers’ peers, friends, and loved ones for their invaluable

advice, support, and encouragement. Your positive words helped us

overcome challenges and fears, and the bonds we formed and the

experiences we shared during this research will be cherished for the rest of

our lives. Thank you for being an integral part of this journey.

Above all, we thank God, whose presence and blessing have been

instrumental in our research journey. We owe every stage of this project to

His divine guidance, protection, and grace. Without His support and blessings,

our efforts would have failed. We are deeply thankful for the strength, wisdom,

and insight He has granted us throughout this endeavor. It is only through His

grace that we were able to conduct and complete this study. We humbly

acknowledge His role in providing us with the resources and assistance

needed to carry out this vital work.

ACGA, SALLA, NCEA, SAPL, MCDM, JKPP, JCPA, MMD, and AB

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DEDICATION

This research is dedicated to the Almighty God, whose grace and favor

are bestowed upon us, and who, as the author and finisher of our faith,

foreknew, predestined, and made this work a success, as well as seeing us

through our academic lives.

We dedicate this to our parents/guardians,

Mr. Rexiel L. Areglado and Mrs. Julie D. Gaveca,

Mr. Roland T. Amar and Mrs. Lorelie L. Amar,

Mr. Julito L. Arroyo and Mrs. Jonah Mary E. Arroyo,

Mr. Jonathan R. Laguidao and Mrs. Dyesebel P. Laguidao,

Mr. Roy F. Mamac and Mrs. May D. Mamac,

Mr. Dionisio A. Pelenio and Mrs. Rubie Cris P. Pelenio,

Mrs. Josie P. Luciano,

Mr. Mark L. Donoso and Mrs. Marilou A. Magno,

Ms. Loida G. Boiser and Mrs. Marevel B. Goles,

And to our siblings Joshua, Keith Lawrence, Alrex Jhay, Shane Estel, Julimar,

Jolina, Hana, Kyleigh Cyra, Ashlyn Nicole, John Lloyd, and Megan Cole.

ACGA, SALLA, NCEA, SAPL, MCDM, JKPP, JCPA, MMD, AB

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ABSTRACT

In the current age of education, where expertise is highly valued, the

phenomenon of specialization mismatch creates an intriguing dilemma.

Trained rigorously in specific subjects, public school teachers often find

themselves in unfamiliar territory. These educators become pioneers,

exploring subjects beyond their expertise. Their stories reveal resilience and

adaptability as they navigate uncharted waters, turning uncertainty into

innovative teaching approaches and new skills. This qualitative research

study aims to delve into the stories of teachers in specialization mismatch in

the Second Congressional District of Davao Oriental. A validated researcher-

made interview questionnaire with open-ended questions is used to collect

data exploring their lived experiences, uncovering their coping mechanisms in

facing problems in their intricate assignment, and the invaluable insights they

gain in teaching subjects outside their expertise. The findings will shed light

on the factors contributing to assignment misalignment, the effects of

specialization mismatch on teacher self-efficacy, and coping strategies

developed by teachers in facing problems present within their set of

experiences. This research seeks to contribute to the existing literature on

specialization mismatch, inform policy and interventions to better support out-

of-field teachers, and encourage future research to further explore and

validate the efficacy of these suggested strategies, aiming to develop

additional methods to bolster teacher effectiveness amid assignment

variation.

KEYWORDS: Specialization Mismatch, Public School Teachers, Qualitative

Research, Adaptation Strategies, Professional Development, Teacher
Efficacy, Out-Of-Field Teachers, Out-Of-Field Teaching
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TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION vi

ABSTRACT vii

TABLE OF CONTENTS viii

LIST OF TABLES xi

LIST OF FIGURES xi

CHAPTER

1 INTRODUCTION 1

Background of the Study 1

Purpose of the Study 4

Significance of the Study 6

Scope and Limitations of the Study 8

Theoretical Lens 9

Definition of Terms 15

Literature Review 16

2 METHODOLOGY 24

Research Design 24

Research Locale 25

Participants and Sampling 25

Research Instrument 27
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Role of the Researchers 27

Ethical Considerations 31

Data Gathering Procedure 35

Data Analysis 36

Trustworthiness of the Study 37

3 RESULTS AND DISCUSSIONS 40

Encounters of Teachers in Specialization Mismatch 41

Coping Mechanisms of Teachers in Specialization 55
Mismatch
Insights of Teachers in Specialization Mismatch 65

4 FINDINGS, CONCLUSION, AND RECOMMENDATIONS 77

Findings 77

Conclusions 81

Recommendations 83

REFERENCES 85

Appendix A: Letter of Permission to Conduct

Research Title Proposal Defense

A1. Letter of Permission to Conduct Research Title Proposal 96

Defense to the School Directress/Principal

A2. Letter of Permission to Conduct Research Title Proposal 97

Defense to Assistant School Principal

A3. Letter of Permission to Conduct Research Title Proposal 98

Defense to the Senior High School Coordinator

A4. Letter of Permission to Conduct Research Title Proposal 98

Defense to the Researchers’ Class Adviser

Appendix B: Letter of Permission to Conduct Data

Compilation Procedure

B1. Letter of Permission to Conduct Data Compilation Procedure 99

to the School Directress/Principal

B2. Letter of Permission to Conduct Data Compilation Procedure 100

to the Assistant School Principal
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B3. Letter of Permission to Conduct Data Compilation Procedure 101

to the Senior High School Coordinator

B4. Letter of Permission to Conduct Data Compilation Procedure 101

to the Researchers’ Class Adviser

Appendix C: Letter of Permission to Conduct Data

Gathering Procedure

C1. Letter of Permission to Conduct the Data Gathering 102

Procedure to the School Directress/Principal

C2. Letter of Permission to Conduct the Data Gathering Procedure

103
to the Assistant School Principal

C3. Letter of Permission to Conduct the Data Gathering Procedure

104
to the Senior High School Coordinator

C4. Letter of Permission to Conduct the Data Gathering Procedure

104
to the Researchers’ Class Adviser

C4. Letter of Permission to Conduct the Data Gathering Procedure

105
to the Head of Offices

D. Letter of Confirmation for and from Participants 108

E. Qualification List of Participants 118

F. Informed Consent Form 119

G. Survey Questionnaire 139

H. Questionnaire Validation Sheet 143

I. Participants’ Certificate of Consent 145

J. Researchers Parent’s/Guardian’s Consent Form 150

K. Research Locale Map 168

CERTIFICATE OF COMPLETION 169

CURRICULUM VITAE 170

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LIST OF TABLES

1 Themes and Core Ideas on the Lived Experiences of Teachers in

Specialization Mismatch

2 Themes and Core Ideas on the Coping Mechanisms of Teachers in

Specialization Mismatch in Facing Problems Present Within Their Set
of Experiences

3 Themes and Core Ideas with Insights and Recommendations to

Enhance Teaching Quality for an Elevated Education Experience

LIST OF FIGURES

1 Map of Davao Oriental, Philippines