Profile, Challenges and Coping Mechanisms of Out-of-Field Teachers in the Second Congressional District of Sorsogon

The study aimed to determine the profile, challenges and coping mechanisms of out-of-field teachers in the 2nd Congressional District of Sorsogon for school year 2019-2020. It used the descriptive-survey method since a questionnaire was devised in gathering the primary data as reflected in the problem. The correlational method was also utilized in finding out the dependency between the variables. The respondents were randomly selected 201 out-of-field teachers in the 2nd Congressional District of Sorsogon. The statistical tools utilized were frequency count, percentage, and ranking. The study revealed that majority of the out-of-field teachers have field of specialization in academic-related subjects, have 0-5 years of teaching experience, and are teaching practical subjects. Likewise, the most critical challenges encountered by the respondents are limited number of resource materials in making lesson plan insufficient instructional materials available; lack of training on teaching methodologies, techniques, and strategies required by learning competencies; and scarcity of equipment or facilities required in teaching. Moreover, the consultation with the experienced colleague in the school emerged as the common coping mechanism done by the out-of-field teachers in order to overcome the difficulty when grouped according to their profile. The study concluded that majority of the out-of-field teachers have field of specialization in academic-related, have 0-5 years of teaching experience, and are teaching practical subjects; the most critical challenges encountered by the respondents are limited number of resource materials in making lesson plan insufficient instructional materials available; lack of training on teaching methodologies, techniques, and strategies required by learning competencies; and scarcity of equipment or facilities required in teaching. ; the consultation with the experienced colleague in the school emerged as the common coping mechanism done by the