The implications of the out-of-field phenomenon for effective teaching, quality education and school management

Abstract

The out-of-field phenomenon, that is, the situation where teachers teach outside their field of expertise, adds complexity to the education environment and affects learners, colleagues, parents, governing bodies and school management. It puts extra strain on school management's responsibility to provide quality management and jeopardises effective teaching and quality learning. This article examines the implications of the out-of-field phenomenon for school management. An empirical investigation entailing the use of a qualitative approach was employed for the study. Data were gathered through semi-structured interviews with selected participants who shared their experiences of the phenomenon.Findings indicated that the out-of-field phenomenon and its implications should be recognised in order to provide effective and quality teaching, substantial teacher support and sufficient staff development programmes.

Prevalence and predictors of out‐of‐field teaching in the first five years

“…In research by Childs and McNicholl (), for example, teachers expressed many challenges they experienced with an OOF assignment, including difficulties in dealing with student motivation and concerns over selecting appropriate instructional strategies. In another study, Steyn and du Plessis () found that OOF teachers in South Africa felt inadequate and stressed while working with students. They also found that OOF teachers had constrained relationships with parents and colleagues.…”

“…OOF teaching has negative effects on teachers themselves as well as on their students’ learning (Childs & McNicholl, ; Sharplin, ; Steyn & du Plessis, ). In research by Childs and McNicholl (), for example, teachers expressed many challenges they experienced with an OOF assignment, including difficulties in dealing with student motivation and concerns over selecting appropriate instructional strategies.…”

Out-of-field teaching and professional development: A transnational investigation across Australia and South Africa

“…Leadership determines the school climate, culture and traditions (Darling-Hammond, 2010;Steyn & Du Plessis, 2007). The very different leadership models in the seven schools researched in this investigation revealed disturbing and informative outcomes for the professional development of out-of-field teachers in these schools.…”

“…We argue that the absence of focused professional development not only influences beliefs and attitudes but hugely influences the social interrelationships between the students and their teachers as well as between teachers and school leaders. Steyn and Du Plessis (2007) noted that the instability out-of-field teaching situations create results in the development of negative dispositions within school environments. An out-of-field teacher (B6) claimed ''Nothing was done about it'' when he shared his concerns about the lack of knowledge in out-of-field subjects.…”

The motivation and identity challenges for PhD holders in the transition to science and mathematics teaching in secondary education: A pilot study

“…5-6) In schools where a shortage of qualified teachers is experienced, other teachers are required to teach these subjects to ensure that students have access to the full range of curriculum options (Hobbs, 2013;Ingersoll, 1998). International studies (Ingersoll, 1998;Steyn & du Plessis, 2007) have highlighted the negative impact that this situation has on the quality of education outcomes and teacher well-being. In 2012 Australia's Chief Scientist (Chubb, 2012) identified these challenges in a report to the Federal government in relation to mathematics and science education in Australia.…”