Addressing the Out Field Phenomenon in the Philippines:

A Policy Brief
Ricardo R. Gutierrez Jr.
Executive Summary
Teacher plays an important role in shaping students learning and knowledge and they are
considered influential resources in education. The concept of the out of field phenomenon, that is,
teachers who teach outside their field of expertise, hinders the attainment of the educational
goals and objectives in providing quality and compelling education. National and international
achievement results are independent directly towards the teachers’ characteristics in teaching and
its success in classroom performance. This growing phenomenon in the Philippine education
affects learners, parents, governing bodies and school management achievements, which rooted
and threatened by the out of field phenomenon. It puts extra tension on school management’s
accountability to provide quality supervision and compromises effective teaching and quality
learning. A holistic understanding of educators as a teaching resource, involves characteristics
such as skills, behavior, beliefs and indulgent for the position. This simplifies the possible
undesirable pressure the phenomenon has on teachers. Teacher as a teaching resource should
have a prominent voice; the out of field phenomenon hampers teachers’ fulfilment of effective
teaching and career development.
Introduction
Hire for fit practices are supported by affects several groups in the education
the Committee on Teacher Education Policies process for example governing bodies,
(COTEP), Norms and Standards for Educators school management, teachers, learners and
document (RSA 1995:8) that lists the different parents. As out of field teaching can result in
kinds of competences necessary for the teaching practices of insufficient quality and
different roles educators are required to play inequity of educator resources in education, a
(Harley et al 1999:22-28). In addition to the critical understanding of how the out of field
COTEP’s listed competencies, each school phenomenon influences school management
community has its own needs. To meet these is essential.
needs schools have to prioritize needs and fill
teaching positions accordingly. Educators This highlights the urgent need for
cannot be seen as semi-skilled workers ready policy brief into why school management has
to perform any job as unsuitably placed to focus on the hire for fit practice as a
teachers who battle to achieve their objectives possible preventative measure to ensure that
and goals can complicate an already complex teachers are not placed in unsuited positions
system of constantly changing curricula and where they are vulnerable to criticism.
procedures. Criticism is often due to a lack of awareness,
knowledge and expertise in the field assigned
The phenomenon of out of field
teaching, where teachers are placed in to them. Emerson (Chaika,2000), a
teaching positions in which they have to consultant at the American National Council
teach subjects outside their field of expertise, for Accreditation of Teacher Education,
experienced in public schools as well as warns against educators teaching outside
private schools. This occurs either by means their field without the educational
of managerial decision by the principal and community being informed about the
the school management team or through situation. Parents and learners are often not
recruitment procedures. Unsuitably assigned aware of the problem because ‘unsuitable’
educators are a ‘quick fix’ solution for assignments are rarely publicized and only
educator shortages and inadequate need periodically tracked. This makes it very
analyses by school management. This fast fix difficult to evaluate the extent of the
solution has far-reaching implications as it

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influence the out of field educators have on
Research
the Evidences(Ingersoll 1999).
teaching environment
The research evidences and findings
of the different researchers was collected to
provide alternatives and consolidated key
findings that benefit education towards
addressing the out of field teachers in the
Philippines. Survey conducted, the participants
of the survey participated by 4 big schools in
the division of Bukidnon, and result showed
that 42% of teachers in the senior high school
teach in subjects or positions for which they
are not suitably qualified on the subject they
are teaching. In addition, recent news
regarding on the results in Science and
Mathematics Achievement Test in Asia,
Philippines got the lowest positions in
Mathematics and Science. The result unveils
the said test directly towards in out-of-field
situations. This report further highlights
educational concerns about the extent and
impact of out-of-field teaching on learner
outcomes, especially in rural and remote
schools in the Philippines. Educational leaders
and stakeholders share the responsibility for
investigating and understanding the impact of
educational change on the teacher, the
teaching environment and on the quality of
education.
Out-of-field teaching is an
international concern, and researchers in
Australia (Hobbs, 2013a; McConney & Price,
2009a, 2009b), Korea (Ee-gyeong, 2011),
Norway (Bonesrønning, Falch, & Strøm,
2003), US (Ingersoll, 2001a, 2003a, 2006) and
South Africa (Du Plessis, 2005, 2010) have
focused on its occurrence and implications. It
is notable that recent research has placed
extensive attention on unsuitably qualified
teachers in specific learning areas such as
science and mathematics and even in the
senior high school. It is however important to
keep in mind that these teachers do not
function in a vacuum or isolated learning and
teaching “space” but also influence the others
in this space. Vygotsky’s (1978) socio-
interdependence theory highlights the meaning
of positive interpersonal relationships in the
teaching and learning environment as support
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for effective learning. The common
transitional practice to assign teachers in out-
of-field positions raises questions about the
influence it has on socio-interdependent
relationships.
Numerous studies show that out of
field teaching is widespread (Ingersoll
1998a:1) suggesting that perceptions of
principals and governing bodies about the
phenomenon influence teachers’ assignments.
The out of field phenomenon is also more
prominent in low-income public schools than
schools in more prosperous communities
(Ingersoll 1998a:2). Ingersoll (1998a:6)
mentions that people tend to assume that
problems surrounding out of field teaching is
the result of poorly educated teachers and that
the problem can be remedied by improved
standards for teachers training. The truth is
that almost all teachers in out of field positions
have completed a college or university
education and most of them have graduate
degrees. The origin of out of field teaching lies
not in the level of education teachers have, but
in the misfit between teachers’ placements and
the teachers’ field of training. This implicates
that school management will take a chance
assigning out of field educators in
environments where they experience difficulty
to recruit suitable teachers, are hassled to fill
vacancies quickly or where they feel they can
get away with it. Although out of field
teaching varies greatly across schools, teachers
and classrooms, it seems recently hired
teachers are more often assigned to teach
subjects which do not match their training. As
Hall and Hord (2001:7) state, some teachers
grasp new subjects or teaching strategies
immediately while most need some additional
time and a few even avoid making changes for
a long time. It is thus a process through which
people and organizations move as they
gradually come to terms with new subjects and
new ways (Hall & Hord 2001:5).
Moreover, Eppley (2009) on his
research highlighted, that educational leaders
need to develop a deeper understanding of the
out-of-field experience and what it means for
the development of comprehensive schools.
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Specific needs in schools call for specific
teachers; for example, the unique needs of
specific schools, such as multiculturalism,
rural, disadvantaged and lower socio-
economic schools, are important factors to
keep in mind during teacher recruitment and
placement procedures. Out-of field teaching
has a negative and inequitable effect on
students’ academic achievements with specific
focus on poor communities, as well as small
and remote schools (Darling-Hammond, 2002;
Ingersoll, 2003b). Research claims that
teachers in disadvantaged schools are more
likely to be assigned to out-of-field positions.
The collective attitude that teachers can teach
any subject is an indicator of the low status
teaching receives in society, which Ingersoll
(2001a) connected with the practice of
assigning teachers to teach subjects without
the necessary qualifications.
When a teacher is appointed to an out-
of-field position, there is a time of adjustment
and this period has an effect on the teaching
and learning environment (Du Plessis, 2010).
Different environments stimulate different
actions, and teacher behavior and learner
behavior have a reciprocal effect on each other
(Rogers, 2003). Teaching is a profession in
which teachers can easily become accustomed
to a set way of doing things (Bondesio & De
Witt, 2004a), especially when they are
perceived as competent, effective and
efficient. Effective teachers are not self-
centered but the success and development of
students is their focus, realizing the
importance of trustworthy relationships in
order to stimulate positive behavior while they
work hard on constructive relationships with
their students (Frenzel et al., 2009).
Nielsen (2007) on his study “The
professional situation and training of
vocational teachers” found that functioning
outside their field of qualification not only
influences teachers’ skills and de-
professionalizes them but also influences their
vocational rights as employees. The findings
further argue that assessment and evaluation of
teachers while they are in out-of-field
positions have implications for their vocational
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rights. On the other hand, suitably qualified
teachers confidently create effective and
positive learning cultures without uncertainties
about deficient pedagogical content
knowledge. There is another research
completed by Arnold (2005) on empathic
intelligence in teaching, learning and relating
concepts underlined the impact teachers
without the appropriate pedagogical content
knowledge have on learning. The result impact
on connecting new and existing concepts
through the guidance of expert teachers
improves the smooth construction of
knowledge and liberates students and teachers
when it stimulates new ideas and concepts.
Absence of appropriate pedagogical content
knowledge makes it hard to connect new and
existing concepts. Teaching is a complex act
which connects and binds different areas of
life but also effectively creates distinctions
between situations, opportunities and
circumstances (Maguire, 2010). Teachers in
out-of-field teaching positions find it hard to
manage the situation which influences how
aware they are of their students’ needs in the
“meaning making” space (Hobbs, 2013a).
Teachers have the responsibility to
provide effective and quality teaching for their
learners. Harley et al (1999) feel that learners
react positive towards teacher who is a
specialist in their field; learners trust their
teaching skills. According to Davis and
Thomas (1989), learners fundamentally need
and enjoy high success rates. These success
rates are only possible through instruction by
specialist teachers teaching at an appropriate
difficulty level, with learners’ tasks, which are
clearly taught and promptly conceived
(Ingersoll 1998b:10). Suitable assigned and
qualified educators in classrooms influence
upgrading the job of teaching. The out of field
phenomenon has implications for the
individual educator and therefore an effect on
upgrading education quality and quality
transformation. In addition, recent research
(Harley et al 1999) clearly demonstrates that
teacher quality is the factor that matters most
in learners’ learning. Teachers need to fulfil
specific roles in their classrooms and subjects
such as the role of curriculum designer, the
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role of life long learner, the role of community
developer and the role of mediator (Harley et
al 1999:173). Therefore, assigning just anyone
to teach a class or subject is not effective
management. Evidence from research studies
(Chaika 2000:5, Olsen 2000:12-16) show that
learners, whose educators know their subjects,
perform better than learners whose educators
lack core knowledge of the subject they teach.
Policy Implications and
Recommendations
Out-of-field phenomenon
“problematic”, “tough”, a teaching situation
that develops “pressure”, and “stress” have
implication for educational practice. Out-of-
field teachers describe themselves as “not
good” in contrast with suitably qualified
teachers, which showed self-reflection, self-
critique and emotional experience.
Teachers considered the fountain of
knowledge. The out-of-field teachers
experience made it possible to believe that
transformation is possible.
This statement underlines the
argument that teachers’ assignments
influence quality teaching and therefore
influence school management’s decision-
making. In order to verify the argument that
unsuitable teachers influence quality
learning. Davis and Thomas’ (1989:147)
identification of important characteristics of
effective teachers and effective teaching. It
underlines the importance of teachers as
specialists in their field, specifically
regarding the creation of a learning
atmosphere in the classroom.
 having strong interpersonal skills,
particularly empathy, respect, and
genuineness
 expressing interest and enthusiasm
creating an atmosphere of
cooperation and group cohesiveness
 involving learners in the organization
and planning
 listening to learners and respecting
their right to speak during all
discussions
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 minimizing friction of any sort
The goal of this policy brief is
developmental in nature both in educational
leaders and in the welfare of teachers.
Appropriate policies that accommodate out-
of-field teachers. There is attention needs to
be paid to support professional development
policies in relation to out-of-field teachers.
Effective support that includes fairness of
evaluating teachers while they are in out-of-
field positions, specific leadership skills for
school heads, professional development of
out-of-field teachers, recruitment and
placement.
In order to foster sustainable development
and promote quality education and to address
out of field phenomenon, UNESCO suggested
essential considerations that should be
reflected in national and local policies. A
high quality and fit to position teaching staff
should be ultimately the goals for policy in
order to improve quality education and to
surpass the international standards.
 Provide systematic and universal
standards for placement and
recruitment process for hiring
teaching and non-teaching.
 Offer a wide-ranging
professional development on out
of field teachers to cater the
demand for teaching.
 Establish separate quality rating
for out of field phenomenon
teachers.
 Inform and disseminate policies
on separate guidelines on
assigning subjects to teachers
especially highly contextualized
subjects.
Conclusions
To keep in mind what is about
education and teaching profession.
Education is the center and avenue of the
learning process. The school is considered
the laboratory and training avenue for
learning and to sustain the in delivering
quality teaching and learning we should
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break the cycle of assigning unsuitable
qualified teachers as it directly influences the
strength of the education organization and
thus affect the learning output
internationally. These suitable qualified
teachers may have extensive effects on what
happens in the classroom, in the school and
at the end what happens to a nation’s
education system. But it is a two-way model,
because a national context in which it is
appropriate to assign out of field teacher’
influences the whole learning community. It
ends where it influences qualified teachers’
practices in their classrooms.
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