03/12/2025
๐ข๐๐๐ ๐๐๐๐๐๐๐๐๐๐๐ ๐๐๐๐๐
๐๐ง๐๐ฅ๐ฎ๐๐ง๐๐ ๐จ๐ ๐๐๐๐๐ก๐๐ซ ๐๐ฉ๐๐๐ข๐๐ฅ๐ข๐ณ๐๐ญ๐ข๐จ๐ง ๐๐ง๐ ๐๐ฎ๐๐ฃ๐๐๐ญ-๐๐๐ฎ๐ ๐ก๐ญ ๐๐ข๐ฌ๐ฆ๐๐ญ๐๐ก ๐จ๐ง ๐๐ญ๐ฎ๐๐๐ง๐ญ๐ฌโ ๐๐๐๐ซ๐ง๐ข๐ง๐ ๐๐ฎ๐ญ๐๐จ๐ฆ๐๐ฌ
๐๐ฆ๐ซ๐ช๐ข, ๐๐ท๐บ ๐., ๐๐ฆ๐ฏ๐ฐ๐ณ๐ช๐ฐ, ๐๐ญ๐ท๐ช๐ฏ ๐., ๐๐ฐ๐ฏ๐ต๐ฆ๐ท๐ฆ๐ณ๐ฅ๐ฆ, ๐๐ช๐ค๐ฉ๐ข๐ณ๐ฅ ๐., ๐๐ข๐ณ๐ข๐ด๐ช๐จ๐ข๐ฏ, ๐๐ณ๐ญ๐บ๐ฏ๐ฆ ๐., ๐๐ฆ ๐๐ฆ๐ณ๐ข, ๐๐ข๐บ๐ด๐ฐ๐ฏ ๐., ๐๐ข๐ด๐ต๐ถ๐ญ๐ฐ, ๐๐ช๐ญ๐ฐ ๐., ๐๐ฆ ๐๐ข๐ฏ๐ฐ, ๐๐ข๐ต๐ฉ๐ญ๐ฆ๐ฏ๐ฆ ๐., ๐๐ช๐ฏ๐ด๐ข๐บ-๐๐ช๐ญ๐ญ๐ข๐ฏ๐ถ๐ฆ๐ท๐ข, ๐๐ฆ๐ช๐ฉ ๐๐ข๐ณ๐ถ๐ด๐ด, ๐๐ข๐ณ๐ค๐ช๐ข, ๐๐ญ๐ฆ๐ฏ๐ฅ๐ข ๐๐ข๐ณ๐ญ๐ฆ๐ฏ๐ฆ ๐., ๐๐ช๐ฎ, ๐๐ข๐ญ๐ฆ๐ณ๐ช๐ฆ ๐., ๐๐ข๐ฏ๐บ๐ข๐จ, ๐๐ท๐ข๐ฏ ๐๐ข๐ณ๐ณ๐ช๐ด, ๐๐ฆ๐ณ๐ณ๐ฐ๐บ๐ข, ๐๐ฆ๐ฏ๐ข๐ณ๐ฅ ๐.
Mismatches between teacher specialization and the subjects they teach continue to be an ongoing challenge in the Philippine education system. It affects both pedagogical effectiveness and student learning outcomes. This study sought to investigate the degree of subject-taught mismatch, its influence on student performance, and the underlying factors that contribute to this misalignment. It employed a mixed-methods approach, integrating quantitative analysis of the extent of teachersโ specialization and subject-taught mismatch and its relationship with student examination scores, along with qualitative data from teacher interviews and surveys. The methodology encompasses an examination of existing datasets, the collection of primary data through surveys and interviews, and the statistical analysis of student performance metrics. Results showed a moderate positive relationship between teacher specialization alignment and studentsโ examination scores, suggesting that learners taught by specialized teachers generally exhibit higher levels of achievement. Findings also revealed that teachers frequently encounter multiple misalignments, rather than a single mismatch, between their specialization and assigned subjects. Furthermore, qualitative feedback indicated that teachers teaching outside their field of specialization experienced difficulties, including decreased confidence, heightened preparation time, and challenges in addressing student misconceptions. The study highlights significant policy implications, such as the necessity for systematic teacher recruitment and assignment procedures that promote specialized alignment, improved professional development programs for out-of-field teachers, and reinforced collaboration among educational institutions. To alleviate the adverse consequences of subject mismatch, educational organizations must establish specialized training programs, enhance workforce planning, and cultivate supportive learning environments for educators and learners. This is crucial for enhancing teaching quality, improving student outcomes, and developing a more effective approach to aligning teacher specialization with subject assignments within the school realities in the Philippines.
Access the full paper for free here:
https://doi.org/10.62986/dp2025.33
