Lived Experiences of Non-English Majors Teaching English in Secondary Schools

This study described the language competencies of non-English majors teaching English in Clarin district public high schools. The participants of this study were the five (5) non-English major teachers of Clarin National High School of Fisheries (CNHSF) and Nahawan National High School (NNHS), District of Clarin, Division of Bohol, in the school year 2023-2024. This study used the mixed method of data-validation research design. The data was gathered through a researcher-modified questionnaire. The teacher respondents had also undergone one-on-one in-depth interviews to know their attitudes, challenges, and coping mechanisms in teaching English subjects. The analysis of the study revealed that non-English majors teaching English subjects in Secondary Schools demonstrated language competencies in teaching English. In terms of the participants’ attitudes, these non-English major teachers had insecurity and self-doubt in teaching English subjects. However, despite these doubts, they developed empathy toward their students’ struggles and created a supportive environment where students could freely express themselves without judgment. Additionally, they showed adaptability by developing strategies that engaged students in successful learning in the English subject. In terms of challenges encountered, they had difficulty in adapting to English teaching strategies, Limited familiarity with the English curriculum and materials, Lack of confidence, and Classroom management issues. Consequently, in terms of their coping mechanism, these non-English major teachers formulated their strategies and sought support from colleagues in teaching the subject. They engaged in self-study and collaborated with experienced English teachers, had self-reflection, sought feedback from co-teachers, and participated in developmental activities that focused on building confidence and self-esteem. They also had trial-and-error approaches to find strategies that worked for them. Based on the findings, it was concluded that non-English major teachers demonstrated language competencies in teaching English. However, it was evident that they faced challenges, with a notable issue being a lack of confidence in handling the subject. Hence, it was highly recommended that non-English major teachers must undergo consistent professional development programs to strengthen their content knowledge and pedagogical skills in teaching English subjects.