Evaluating Out-of-Field Teaching in Values Education in the Division of Cavite Province Towards Capability Training Program
Description
This evaluation explores the effectiveness of out-of-field teaching in values education within the Division of Cavite Province, Philippines, aiming to identify areas where additional support, training, and resources are needed. The study's primary objective is to develop a specialized capability training program tailored to the specific needs of out-of-field teachers, with the overarching goal of enhancing their ability to promote moral and ethical development, critical thinking, and social-emotional learning among students. Using a qualitative approach rooted in a hermeneutic-phenomenological framework informed by the theories of Husserl and Gadamer, the research employs multi-stage sampling to select participants. Data collection methods include narratives, in-depth virtual interviews, and focused-group discussions, prioritizing ethical considerations through formal endorsement and stringent privacy measures. Thematic coding and triangulation in data analysis enable a comprehensive exploration of the experiences and perspectives of out-of-field teachers in values education. The findings underscore several challenges faced by teachers, such as the scarcity of specialized educators and scheduling constraints. Teachers employ various coping strategies, including seeking support networks, engaging in professional development opportunities, and advocating for recognition of their unique roles. Recommendations derived from the study advocate for revising scheduling policies, enhancing training programs, fostering collaboration among educators, improving teacher-student communication, implementing engaging teaching methodologies, and promoting cultural sensitivity. Additionally, the study highlights the positive impact of complementary activities like retreats and family day events in enhancing the effectiveness of values education. While the study focuses specifically on values education within Cavite Province, involving stakeholders such as school administrators, teachers, parents, and students, its findings offer valuable insights despite limitations in sample size and regional context. These insights contribute to a deeper understanding of out-of-field teaching practices and suggest avenues for future research and improvement in educational policies and practices. In terms of originality and value, this research enriches the discourse on out-of-field teaching by emphasizing the development of a targeted capability training program. This program not only addresses immediate challenges but also sets a precedent for enhancing teacher professional development and education policy in the context of values education.
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