ABSTRACT
This qualitative study was conducted to determine the challenges and coping mechanisms of teachers in Integrated Schools as a basis for school heads in providing technical assistance. The research utilized a descriptive qualitative method through in-depth interviews. There were nine (9) participants in the study. The findings revealed that teachers face several challenges, including insufficient content knowledge, increased workload and time constraints, and limited access to instructional resources and training. Despite these difficulties, teachers adopt various coping mechanisms such as self-directed learning and professional initiative, peer collegial support, and effective time management with additional preparation.
Using a qualitative research design, data were gathered through in-depth interviews with teachers in Integrated Schools and were analyzed thematically. Overall, the study highlights the challenges and coping mechanisms of teachers in Integrated Schools, serving as a basis for school heads in providing appropriate technical assistance.
Keywords: Challenges and Coping Mechanism, Teachers, Integrated Schools
INTRODUCTION
Background of the Study
In the last few years, the education system has had to deal with more and more problems because of changes to the curriculum, a lack of teachers, and the changing needs of 21st-century learning. One big problem that schools, especially integrated schools, face is having teachers teach subjects that are not their area of expertise. When teachers have to teach subjects for which they haven't had enough academic or professional training, this is called "out-of-field teaching." It has become a common thing in many schools, especially public schools where there are not enough teachers and teachers are not always available (Carreon et al., 2021).
In the Philippines, the K to 12 Curriculum has made this problem even more clear. Teachers in integrated schools, who often teach both junior and senior high school levels, are sometimes asked to teach subjects that are not their main focus because there aren't enough teachers or money (Department of Education [DepEd], 2020). Because of this, these teachers face a lot of problems, such as trouble with mastering the material, delivering lessons, managing the classroom, and grading (Estacio et al., 2021). These problems can make teachers less confident, more stressed, and less effective in the classroom, which can hurt students' learning.
Even though these problems exist, many teachers use different ways to deal with their workloads and keep the quality of their teaching high. Peer collaboration, self-directed learning, online resource utilization, and participation in professional development programs have been recognized as effective strategies to mitigate the challenges associated with out-of-field teaching (Salazar et al., 2022). It is important to understand these coping strategies because they show how strong and flexible teachers are when things get tough.
However, while teachers strive to cope independently, the role of school heads remains crucial. As instructional leaders, school heads are responsible for providing technical assistance—a structured form of support aimed at improving teachers’ competence, instructional practices, and overall performance (DepEd, 2021). Effective technical assistance may include mentoring, classroom observation feedback, coaching, and professional development opportunities tailored to teachers’ specific needs.
Consequently, it is imperative to scrutinize the challenges and coping strategies of educators teaching subjects beyond their expertise in integrated educational institutions. By comprehending these experiences, school administrators can formulate more precise and adaptive technical assistance initiatives.
This study aimed to thoroughly examine these facets and to establish a foundation for the creation of technical assistance interventions that will elevate teaching quality, foster teacher well-being, and enhance educational outcomes.
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