Teachers by Accident: Experiential Accounts of Non-Education Graduate Faculty

Abstract

Hiring faculty whose professional qualifications are vertically aligned and retaining highly effective ones is challenging in the academe. This study aimed to describe the profile of the non-education graduate faculty of the University of Northern Philippines, their professional preparedness, and the challenges they met in the classroom as instructors. The researchers conducted the study to fill in an existing gap since there is a dearth of studies on the plight or experiences of the non-education graduate faculty in the University. The study utilized a qualitative research design, employed phenomenology, and used a survey questionnaire, interview, and Focus Group Discussion to gather data from the 87 non-education graduate faculty. Results disclosed that the respondents exhibited passion and commitment to teaching despite their limitations in handling classes. They have learned how to use teaching strategies through the years. However, these were more traditional and teacher-centered ones. Consequently, traditional assessment tools were utilized rather than authentic and performance based. They exhibited knowledge of classroom management. However, instruction management was one of their weaknesses, including instructional materials preparation. Despite the diverse backgrounds of the respondents and the various challenges met in teaching, their desire to further their teaching skills despite the challenges was very evident. Hence, the University should design relevant professional development training, including instructional materials, course content delivery, and mental health topics. In response to their instructional needs, peer mentoring programs may also be designed.  

https://doi.org/10.26803/ijlter.24.6.17