Abstract
This research study was a transcendental phenomenological in nature that described the teaching experiences of non-English major handling English subject among private schools for the school year 2022-2023 as basis for crafting a framework in teaching non-specialized subject. This study utilized a qualitative single case-study method that was transcendental phenomenological in nature. Qualitative case since the researcher explored and described the teaching experiences of non-English major handling English subject among private schools. The researcher used transcendental phenomenology since its primary purpose is to look for deep understanding on the experiences describe on the teaching experiences of non-English major handling English subject. The findings revealed that the teaching experiences of non-English majors handling English classes were struggling with complex grammar rule, limited knowledge on grammar rules, felt intimidated, difficulty in explaining English concepts and learning alongside students. Likewise, the reasons of the non-English majors accepted to be in an out-of-field teaching situation were the staffing shortage in specializing English subject, teacher preferences and flexibility and scheduling constraints. Furthermore, the non-English majors adopt the teaching without compromising quality instructions by adaptability and flexibility on instructional delivery, be resourceful and continue for professional development and sustain students- centered approach. The experiences faced by the non-English majors can provide valuable opportunities for growth and development of critical skills. Ultimately, these experiences can highlight the importance of offering support and resources to non-English majors in order to help them succeed and by then fully engage with the subject matter. Moreover, the framework developed in this study was Re-Calibration of Out -Of -Field Teachers Of English. This framework promotes that every non-English major must be embodied with abilities by re calibrating their English proficiency skills. This may help addressed the problems on mismatches between a teacher's qualification and teaching assignment.
