Problems Met by Non-Social Science Teachers in Teaching Social Studies

Niña Mea Pacaña , Charmen Ramos,Maryland Noel Catarata

State Scholars for MAED Social Studies Program, Cebu Normal University,Cebu City,
Philippines,6000
[email protected], [email protected] , [email protected]

Abstract This study intended to describe the problems and the effects of out-of-field-teaching on
the performance of Non-Social Studies Teachers who are handling Araling Panlipunan. It also
sought to identify the interventions of schools,personal coping mechanism and suitable teaching
model for teachers affected by this teaching across specialization phenomenon. The study
employed qualitative phenomenological research methodology to examine individual life
experiences of Non-Social Studies Teachers who have a specialization-workload mismatch. Key
informants underwent a phenomenological in-depth interview using open-ended questions.
Ethical considerations were administered to protect the confidentiality of the individuals being
interviewed. The data collected where translated and analyzed resulting to the unveiling of four
primary themes from the narratives of the respondents. Non-social science teachers who are
handling Araling Panlipunan are indeed facing many problems which in turn helped in the
cultivation of the Filipino trait of adaptability. Spiced up with the right amount of support from
external factors like schools and internal motivations like passion, initiative, flexibility and open-
mindedness, problems on out-of field teaching will be lessened if not totally eradicated.The
research may propose that schools should be aware of the situation of every teachers and as
much as possible support them in their teaching careers. Trainings and seminars which is
adequate and relevant should be given to these affected teachers. The community should also be
sensitive to the pleas of the educators for the betterment of the educative process. Educative
institutions can also use the BAYLE teaching model for their lessons.
Keywords: Out-of-Field Teaching, coping mechanism, problems, Non-Social Science teachers,
bayle teaching model
Introduction
As borderless interaction among people emerges, individuals develop a sense of
camaraderie and conformity in solving complex problems and decision-making, aiming to build
a common goal. With this, unified compliance to global standards of politics, culture, economy
and education has been seen to take over the global arena. In the educative environment, an
increasing trend towards a more progressive educational system has been emphasized which in
effect leads towards other areas of concerns like the need for quality teachers to guide the
students. Teacher quality has been seen to be one of the most important elements in the educative
process for according to researchers it has a significant effect on student’s success. Thus, teacher
quality should be a requirement in every educative institution. Akareem (2012) has identified
faculty credentials as one of the dimensions of quality education. Different curriculum-makers
acknowledge this need and for years they are crafting worthwhile programs as a response.
In the Philippines, in accordance to the unified call for a superior education, laws like
Batas Pambansa Blg. 232 commonly known as The Education Act of 1982 as provided in section
IX ensures the right of students to receive competent instruction and relevant quality education.
Aside from being provided with adequate facilities, to receive competent education relies on the
capabilities of the teachers. Being a qualified educator, as stated by No Child Left behind Act of
2001, requires that those who will be employed should have a bachelor’s degree and exhibit
proficiency in the subject that they will teach. Universities and colleges oversee this proficiency
by offering graduate degrees and college majors to education students. Despite this work for
proficiency and worldwide movement to ensure quality teachers, the educative institutions are
often challenged by pressing matters involving the teachers.
In the workplace, educators are subject to a wide array of conditions that lead to the
unending issue on out-of-field-teaching. As stated by Robinson (1985), this phenomenon is
called teaching across specialization or out-of-field teaching wherein teachers teach subjects for
which they have little education or knowledge has long been observed but is relatively
unrecognized by administrators. For Hobbs (2013) as stated by Caldis (2017) out-of-field
teaching occurs when a particular teacher engage into teaching a subject which they are not
qualified. Loveys (2011) and Silva (2010) point out that out-of-field teachers are untrained or
unqualified. For the sake of clarity the definition coined by Inggersoll and Gruber (1996) on out-
of-field teaching ,as a phenomena where educators are required to teach a subject which they do
not specialize during their teacher training will be used for this paper. Dee (2008) affirms that
the source of out-of-field teaching might be traced on how schools and teachers and managed for
teacher assignment is a prerogative of school heads. The shortage of teachers in some learning
areas such as Filipino, TLE and Araling Panlipunan is also identified as one of the primary
sources of this problem. Specifically here in Cebu, there are only 3 Universities which offer
BSED-Social Science and with a very low rate of enrollment. When left untackled, this concern
might continuously hamper the effectiveness of Filipino educators.
This is where the research comes in. It focuses on the problems met of out-of-field
teaching on the performance of non-social studies teachers who are handling Araling Panlipunan
in the Province of Cebu. Non-Social Studies teachers, as used in this research, are those teachers
who is a holder of a degree in BSEd in any major except Social Science. As a subject which
requires in-depth knowledge on facts, history, and relevant happenings, it is indeed a pre-
requisite that teachers of the aforementioned subject should be equipped with the necessary
weapons to ensure effective instruction. As the K-12 program in the Philippines evolves, high
expectations on Araling Panlipunan teachers are highlighted. Araling Panlipunan teachers are
expected to guide students to fully understanding the importance of history in one’s life and thus
it is a must to successfully engage them in meaningful discussions on past and current events
which can be done if the teacher truly appreciates with a strong interest on the subject. These
non- social studies teachers who are handling Araling Panlipunan might face varied problems in
their daily teaching experience because of the emergence of out-of-field teaching. Furthermore, it
would be hard for teachers to teach a subject that they are not confident for they have little or no
background which may result to the heavy reliance on textbooks which will hinder and limit the
full learning experience of students.
Putting all these together, the researchers want to describe the problems and its effects of
out-of-field teaching on the experiences of the teachers and their coping mechanisms in facing
the problem. It is believed that the research is appropriate and relevant to the present situation of
the Philippine education which is aiming to be at par with all the other countries. This aims to
explore the different interventions of schools together with the personal interventions applied by
these teachers to mitigate the problem. The research study attempts to help the teacher minimize
their difficulty in imparting knowledge to their students as well as to boost their confidence in
delivering the lessons. This will also help the school heads in managing their teachers to make
their teaching experience easier. The study also aims to help some government agencies like the
Department of Education and Commission for Higher Education in making their framework for
seminars in managing the teachers.
Statement of the Problem
The main purpose of this study is to describe the problems and its effects of out-of-field-
teaching on the performance of Non-Social Studies Teachers who are handling Araling
Panlipunan.
Specifically the study seeks to answer the following questions:
1. What are the problems encountered by Non- Social Studies Teachers in preparing
and administering the lessons?
2. What are the different school’s intervention regarding the specialization-workload
mismatch?
3. What are the coping mechanisms of these teachers in order to survive in this kind
of environment?
4. What teaching model can be designed as a solution of the problems identified?
Review of Related Literature
The fact that the Philippine education system has been aiming to compete with other
countries has reinforced the notion of providing quality teachers for the students.The failure to
ensure that the nation’s classrooms are all staffed with qualified teachers is one of the most
important problems in contemporary education. Teachers bring knowledge to learners and make
it sure to apply it in real life scenarios, teachers guide learners to make sense of the world and
understand their place in history. Teachers either make or break learners because the
development of each learner is based on how teachers play its central role, “in loco parentis”. In
this ongoing plight for progress and development dwells the never-ending problem of out-of-
field teaching. This has brought a series of problems to the education sector that affects teachers
directly. Paying attention to Hobbs’ (2013) statement that out-of-field teaching impacts
professional identity and self-efficacy. The researchers strongly argue that the lived meaning of
out-of-field teaching influences healthy learning environment that ensures the quality and
quantity of teaching. The Philippine experience has far wider implication beyond the country, for
similar problems have undoubtedly arisen within Europe, America, Australia and in other parts
of Asia.
Researchers in Europe points out that teachers are commonly affected by out-of-field
teaching but may not be always recognized by the government and even the school
administrators themselves. In Germany, research discover the connection of being an out-of –
field teaching teacher and teacher self-efficacy including the fact that students are on the
receiving end of this phenomena and may affect learning outcomes and students’ attitudes
towards the subject being taught. More students who are taught by out-of-field teachers show a
lower self-concept (Porsch & Wendt, 2013). In the Irish context, it has been found that out-of-
field teachers need support from the authority as to the designing of effective professional
development programs to guarantee quality education even with this matter.
As stated by Brodbelt (1990), teaching across specialization is the “education’s dirty little
secret”. In the United States, more than 50% of the students in history classes are not taught by
teachers who majored in History (Ingersoll & Gruber, 1996). For Archer (1999) this problem
should also be the concern of the parents and the school. Supported by the statement of Pillay &
Goddard (2005) which suggest that due to the lack of background knowledge, teachers will have
additional research work before class, adding stress and fatigue to their already stressful schedule
which may result to burnout because of work overload. Several studies have shown that out-of-
field teaching affects teacher’s sense of identity and overall wellbeing which impact on their
teaching performance and sense of self-worth.
 In a study conducted by Sharplin (2013) which re-conceptualizes out-of-field teaching
experiences of rural teachers in Western Australia, she emphasizes that out-of-field teaching can
influence the teacher’s sense of efficacy and teacher attrition. She also suggests that systems and
schools should be able to support to assist these teachers in order for them to develop their
knowledge and to have a set of strategies in order to cope with the negative impact of this
mismatch. Supported by Price (2009), the Western Australian Department of Education and
Training, Education Workforce Initiatives Report advises the using of flexible learning and
“expert teachers” to guide out-of-field teachers.
In South Korea, there is clearly a mismatch between the supply of teachers and the
demand of teachers paving the way for secondary school teachers to teach the subjects that they
have no official qualification (Kim,2014). The most notable difference in the situation of South
Korea is the immediate response of its government through the implementation of “Minor
Qualification Education” which helps out-of field teachers gain additional qualifications to teach
the subjects on demand in the country. This shows that there is a clear need to support and to
recognize the problems of out-of-field teachers.
As a developing nation, it cannot be denied that the Philippines is also experiencing this
teaching across specialization phenomenon. In a research conducted by Cruz (2017), Filipino
students prefer to have teachers who are highly skilled and knowledgeable in the subject they are
handling but because they are made aware of the situation of the Philippines in which there is
somewhat a shortage of teachers in some learning areas, they accept the teachers as long as they
are learning. The problem comes with the fact that people are aware of it but no direct
intervention has been designed to protect these teachers. Due to the reality that these teachers
aim to receive the considerable salary of a teacher and think that they are lucky enough to land
this profession for it is hard to find a stable job in the country, they are resigned to the fact of
getting a better environment and treatment. It is not enough to acknowledge this problem here in
the country but also to recommend possible ways that the government, school administrations,
the community and even the teachers themselves may respond to this unfortunate scenario.
Research Methodology
This study used qualitative phenomenological research methodology to examine individual
life experiences of Non-Social Studies Teachers who have a specialization-workload mismatch.
Phenomenological in-depth interviewing was chosen as the methodology for gathering data for
this study of a small number of non-social studies teachers who are teaching Araling Panlipunan.
(Rossman & Rallis, 1998) describe the goal of phenomenological research as to seek to
understand the lived experiences of a small number of people. The researchers selected
phenomenological methodology because as stated by Marshall and Rossman (1999), the primary
goal was to digest the full significance of the participants’ experiences as shared in their own
words.
A phenomenological methodology was suited for this study because it permits the
researchers to understand the meaning of the participants attributes to those actions- their
thoughts, feelings, belief, values and assumptive worlds. The researchers can fully comprehend
the participants’ life experiences through face-to-face interaction.
Research Tool
There were 9 questions written in an interview guide concerning out-of-field non-social
studies teacher who handled Araling Panlipunan. Data were collected through interview
transcripts from selected non-social studies teachers who were selected with consent. The key
informants of this study were 15 eligible High-school teacher from both private and public
schools in Cebu province that were not Social Studies Teachers but are teaching Araling
Panlipunan. The involved teachers were the core of this investigation.
Research Environment
The study was conducted in the selected high schools both in private and public schools
within the Province of Cebu. Participants of the study were informed of the purpose of the study.
Inclusion Criteria
The main participants of this study are Junior High School Teachers from the different
towns of Cebu namely Lapu-lapu City, Mandaue City and the Municipality Sogod and Liloan.
All of the key informants are female teachers who graduated with a bachelor’s degree of
secondary education of any major except Social Sciences. The key participants are teachers who
have at least one year of teaching experience.
Exclusion Criteria
Elementary teachers who are teaching Social Studies are excluded participants of the study.
Social Studies teachers who are having a specialization workload mismatch will also be excluded
as participants of the study.
Data Gathering Procedure
Before data gathering the researchers informed the key participants about the interviewing
process. A request for interviews was sent to the participants beforehand. During the interview
the researchers set the mood by asking the participants about their names, age and which school
are they affiliated to. The interviews were conducted for 20 to 30 minutes with each participant.
The researchers began the data analysis by becoming acquainted with the data.
Ethical Consideration
Before conducting the research the researchers handed out letters to the participants. The
profiles of the participants are held privately as to assure their safety. The participants are not
forced to answer the questions. If they decide not to participate, then the researchers will respect
their decisions. Participants in the study were voluntary. The researchers did not intrude on the
participants’ personal privacy. The study did not affect in the emotional, psychological, spiritual
and economic status of the participants.
Results and Discussion
Four themes emerged from the data analysis with reference to the research questions. The
findings of this study indicate that (a) Non-Social Studies teachers undergo a series of problems
with regards to out-of-field teaching (b) majority of school administrations acknowledge the
problem on teaching across specialization and prepare interventions for it(c) coping mechanisms
of non-social studies teachers highlights the importance of technology, flexibility and initiative
of teachers and harmonious relationship among colleagues (d) BAYLE teaching model as an
effective design for out-of-field teaching .Each of these findings will be discussed in this section.
Problems Encountered by Non-Social Studies Teachers
Along with the demand of teachers in the Philippines, the Department of Education
continuously relate with the problem of out-of-field teaching. This is a common scenario faced
by neophyte teachers or even those who have been in the field for years. Non- Social Studies
teachers who teach Araling Panlipunan undergo varied problems in teaching the subject.
The teaching of Araling Panlipunan requires in-depth knowledge of events and
experiences, mastery of topics and memorization which if summed up poses a very challenging
environment for Non-Social Studies teachers. Majority of the respondents think that teaching a
subject which they only have a flyspeck background causes confidence issues in teaching. In the
delivery of the lessons, non-social studies teachers are having a hard time explaining because the
subject covers a broad scope They believed that somehow their performance gets affected
because they can only explain vaguely about a certain topic. During lessons, these teachers are
under a lot of pressure especially when students raise questions and they do not have in-depth
knowledge of the topic at hand because they highly rely on the information provided by
textbooks. Other key informants emphasized that they cannot assure that the students are really
learning a hatful of ideas because they believed that there is more information students can
acquire from legit social studies teachers. This claim is supported by the importance of
Pedagogical Content Knowledge which was coined by Shulman(1980), as cited by Hill (2005) ,
which entails the knowledge that teachers should be acquainted with to ensure quality content
teaching of the subject matter. This involves the use of the most suitable technique in explaining
the lessons to guarantee the fullest understanding of the students. Without the necessary trainings
and lessons, non-social studies teachers cannot assure that they possess PCK. This underlying
pressure made them think that they are ineffective and thus lack self-confidence. Self-confidence
is one of the vital components of being a quality teacher. People who have low self-confidence
can lead towards depression, anxiety and the inability to adapt in any situation they are in
(Aðalsteinsson, 2014). If left unsolved, teachers might feel unsuccessful and unhappy which
might pass on to their students. Three key informants disclosed:
“Based on my own experience, it affected my performance as a teacher in one way or another. I
was not confident in delivering the topic even though I studied the lesson before teaching it to my
students. I really think that time that I am not an effective teacher.” KI-1
‘The usual problem is when a student asked me a question, I need to scan the book for the
answer or I have to make sure of my answer and it is very frustrating.” KI-2
“The unusual problems that I encountered were questions thrown by students were basically I
don’t know the answer right at that very moment. There are questions where you need profound
and legit answers especially when talking about dates and events in the past.”KI-9
Aside from the pressing problem on the need for in-depth knowledge, non-social studies
teachers also experience the hardships of teaching the lessons which they are not interested of.
Because of this lack of interest, these teachers find it hard to relate to the topics and in return find
it difficult to transfer it to the students. One key informant unwaveringly said:
“When talking about dates and wars that happened before I can hardly relate, how much more
if I teach it to my students.” KI-3
This shows that interest is a great factor that affects the performance of an individual.
Hidi (1990), as cited by Harackiewicz and Hulleman (2010), elucidate that interest is a
fundamental factor in the brain that enhances learning which leads to better performance. Interest
keeps an individual motivated, enabling them to take risks and helps in shaping the value of
initiative.Other angles that have risen based on the data gathered are the predicament on the
medium of instruction and student engagement. Teachers who majored in English or even those
who were taught using English as the medium of instruction find it hard to teach Araling
Panlipunan which uses Filipino. Translating words from English to Filipino is very crucial for it
may result to confusion among the teacher and the students. A key informant declared:
“I believe in the quotation that goes, “You cannot give what you do not have”. If the teacher is
having a difficulty in understanding and translating some terms which are important, he/she will
surely have hard time in transferring of knowledge. And basically, if he/she is confused of the
real meaning of words, the students will be confused as well.”KI-4
Despite the problems enumerated, majority the key informants adamantly accentuated
that as a teacher, problems like out-of-field teaching should never be dwelled on. Some of the
key informants argued that teachers are expected to be well-rounded and multitaskers that is why
they should be able to transpose these hardships into something better because this is the real
meaning of being an educator. This shows the culture of Filipinos of being versatile amidst
problems. Instead of focusing on the problem, they tend to look for the brighter side. Ponsaran
(2017) explained that Filipinos both have the willingness and ability to adapt in every situation.
This might be due to the fact that Filipinos even from a very young age are made aware of the
reality of life.
Schools’ Intervention on Out-of-Field Teaching
Out of the fifteen key informants, nine proudly said that their schools’ administrators
acknowledge the importance of a healthy teaching environment for teachers therefore they
recognize and provide interventions for the inevitable issue on out-of-field teaching. Crafting
worthwhile workshops and trainings that would cater to the needs of these out-of-field teachers is
the primary intervention of varied schools. School heads are also instigating subject area
meetings as a venue for coaching and peer tutoring among teachers. Teachers are also sent to
different seminars on Araling Panlipunan to further encourage growth amidst the obstacle
presented. As accentuated by Lachance & Confrey (2003) developing the skills of an individual,
requires the unending support of the higher authorities. For the improvement of the educators,
seminars and trainings should be implemented. In the face of this problem, it cannot be denied
that other teachers were not given the support that they needed to overcome the obstacle. Six of
the key informants were informed that their school recognized the problem but as teachers they
are expected to be flexible. According to one key informant:
“The administration just asked me if I had encountered a big problem with regards to the
teaching of the lesson and afterwards they just explained to me that out-of-field teaching can
really happen because there are only few teachers who take social science as their major.” KI-5
This proves that some schools in Cebu do not conceive that out-of-field teaching is really a
serious problem instead other teachers are often left behind to tend to their own needs. Teachers
are also in need of belongingness, when they teach across their specialization, they feel that they
are being mistreated which oftentimes lead to self-esteem issues.
Coping Mechanisms
For Lahad (1993), individuals have the tendency to look for ways to solve their problems
and make life easier. In overcoming the obstacle on out-of-field teaching, teachers devise some
coping mechanisms which encompass a wide array of ways. As stressed by the majority of the
key informants, harmonious working relationship among colleagues is an essential part of the
solution. Peer teaching is observed by numerous out-of-field teachers. They often tap the
shoulders of the seasoned teachers and the social studies teachers whenever they feel confused.
This is supported by the study of Mayall (2006) that in times of problems, the coordinator have
the task to help the teachers in every way that they can. Also, supported by Hoffman (2002) that
harmonious relationship between co teachers and coordinators paved the way in minimizing
problems in the teaching scenario, for they can provide their expertise.Indeed a harmonious
relationship between colleagues is important as substantiated by two key informants:
“I asked help from my co-AP teacher. I asked some advices on what strategies to use for that
lesson/topic to be discussed well. They helped me by giving some motivation and tips to do.”KI-6
“With my fellow AP teachers. I asked them questions about the topic like what should be
emphasized and how it should be taught.”KI-7
Another mechanism used by the teachers affected is technology. It has been observed and
inferred that most of the teachers rely on the internet coupled with the advice from their co-
 teachers. According to the informants, “Mr. Google” plays a vital role in their daily survival.
With this search engine they can uncover hundreds of answers to their questions. They can
download videos, watch tutorials in YouTube, and search for articles or news clips which can
strengthen their knowledge on the different lessons.Technology, without a doubt, lifts the burden
of these teachers. Key informant divulged:
“I ask my colleagues questions with regards to the topic and thankfully they help me. Also in
preparation for the lesson. I used technology to help me in imparting my knowledge in social
studies. By doing this it gives me confidence to impart a more knowledgeable and reliable
information to my students.” KI-8
Together with the new approach to surpass the problem on out-of-field teaching is the
fact that constant reading and continuous learning will never lose its value. All of the
respondents underline the significance of initiative and unremitting learning. These teachers have
ventured out of their comfort zone and after careful deliberation, the researchers have determined
that the key to survive in this kind of environment is passion and flexibility coupled with open-
mindedness and initiative.
First, the teacher must have the passion to teach. The desire to teach will be the umbrella
of all other coping mechanisms. Passion is the backbone of every teacher who envisions being
the best in their vocation and in facing the challenges brought by this teaching across
specialization, they will be able to exhaust all the things they can. Second is flexibility.
Flexibility plays an important role in the coping process. This implies that the teacher will
improvise and shift strategies to meet different types of challenges . They will be able to cater the
needs of their students despite the fact that they experience the out-of-field teaching problem if
they are flexible. Last is initiative and open-mindedness. As outlined by Meadows (2006), when
the teachers show initiative and open-mindedness they do things without being told and most
importantly they keep going when things get rough. With the right amount of these ingredients,
surviving out-of-field teaching would not be that hard.
BAYLE TEACHING MODEL
In developing instruction, it is a must that curriculum makers should tailor-fit it to the
perspectives and experiences of teachers themselves (Tyler, 1949). Due to this, the researchers
devise a teaching model which is suitable for teachers who endlessly dance their way to survive
this out-of-field teaching problem. BAYLE Teaching Model is developed to enhance the
teaching and learning process in the classroom. “Bayle” is a regional term for a public dance in
the Philippines. It is an informal dancing activity that was part of a nightly entertainment
programs held during fiestas usually in barangay plazas, basketball courts or any vacant space
available. The researchers developed this approach to address the concern of out-of-field
teachers on how to effectively engage the students to the lessons despite the teacher’s lack of in-
depth knowledge.
Required Steps of Definition Instructional Learning Theories Sample
the BTM Implications Anchored Applications
1.Pahimutang Pahimutang The process of This applies to Ivan Arousing
means the introducing the Pavlov’s Classical students’ interest
process of lesson and setting Conditioning where through games
organizing its pace through a stimulus is and activities such
both the venue fun activities bestowed in order as deciphering
and the to get a response. codes, puzzles,
materials etc.
 needed
2. Pinili-ay Piniliay means The process of This applies to Identifying the
the process of dissecting the Reductionism parameters of the
deciding lessons into theory which refers lesson by making
which girl to essential concepts to understand the a schema or
ask for a dance. nature of complex brainstorming
things by reducing web of essential
them into concepts of the
ideas/concepts/issu lesson which will
es/systems and to be divided by
more fundamental every group.
things in order to
achieve full
understanding.
3. Pakighimamat Pakighimamat Group This applies to Jean Expounding and
means the formulation of Piaget's defining the
process where essential Constructivism parameters
the man questions from Theory emphasizes through
introduces the concepts the importance of generating
himself to the given. the active relationships by
lady on the involvement of way of questions.
bench. learners in
constructing
knowledge for
themselves.
4. Pagsayaw Pagsayaw Process of This applies to Lev Correlating ideas
means the communicating Vygotsky's and generating of
process of individual ideas scaffolding in individual
dancing in the to the group in which learners have answers and
center by the order to answer variety of insights to
pair essential inquiries instructional questions through
accompanied techniques towards brainstorming.
by the music progressive
requested by understanding with
the man. greater
independence in the
process of learning.
5. Pakighangyo-ay Pakighangyo- Process of This applies to Evaluating the
ay means the selecting the best Cognitive validity of
process of possible answers Information answers through
bidding for the to the inquiries. Processing colloquium and
prettiest girl in (Cognitivism) a in- group debate
the venue. theory which states allowing students
the idea that to interpret and
humans process the analyze the best
information they answers to
 receive, rather than inquiries.
merely responding
to stimuli.
6. Pakigsadsad Pakigsadsad Assembling the This applies to Formulates
means the act essential answers David Paul generalization by
of to form Ausubel's induction. Sharing
appreciating generalization Meaningful Verbal of the results to
the event and elaboration of Learning theory the class will
through mass lessons through which states that follow with the
dancing. giving feedbacks understanding corresponding
concepts, principles feedback from the
and ideas are teacher which will
achieved through enhance and
logic reasons to clarify learning of
form conclusions. the lesson.
First, Reception in
which meanings is
employed through
verbal learning.
Second, Discovery
in which concept
informations and
problem solving are
involved in a
process of
feedbacking.
7.Pagpanamilit Pagpanamilit Synthesizing This relates to Jean Creating original
means the learning and Piagets, insights from
process of relating it to real- accommodation combining
concluding the world scenario which involves learning and
event through altering one's applying it to the
saying existing schemas, localized setting
goodbye and or ideas, as a result through projects
going home. of new information or proposals.
or new experiences.
New schemas may
also be developed
during this process.

Conclusion
Non-social science teachers who are handling Araling Panlipunan are indeed facing many
problems which in turn helped in the cultivation of the Filipino trait of adaptability. Spiced up
with the right amount of support from external factors like schools and internal motivations like
passion, initiative, flexibility and open-mindedness, problems on out-of field teaching will be
lessened if not totally eradicated.
Recommendation
 The study may recommend that schools should be aware of the situation of every teachers
and as much as possible support them in their teaching careers. Trainings and seminars which is
adequate and relevant should be given to these affected teachers. The community should also be
sensitive to the pleas of the educators for the betterment of the educative process. Educative
institutions can also use the BAYLE teaching model for their lessons. Lastly, future researchers
should also analyze the effects of teaching across specialization on the performance of the
students.

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