Beyond Numbers: Exploring the Experiences of Mathematics Teachers Assigned to Teach EsP

Abstract

This qualitative study explored the experiences of Mathematics teachers who were assigned to teach Edukasyon sa Pagpapakatao (EsP), a subject that emphasizes values education, character formation, and moral development. Conducted in Barotac Nuevo, Iloilo, Philippines, the study used a narrative inquiry approach, drawing on interview data from three public high school teachers. Through thematic analysis, three major themes emerged: (1) increased workload and reduced confidence due to lack of subject mastery, (2) self-directed learning and collaboration as adaptive strategies, and (3) uneven access to institutional support and professional development opportunities. Teachers reported challenges such as the lack of EsP-specific teaching materials, limited prior training, and the difficulty of transitioning from teaching Mathematics in English to teaching EsP in Filipino. These factors led to a sense of inadequacy and a heavier workload, as lesson planning required more time and effort. In response, participants adopted coping strategies, including attending seminars, researching independently, collaborating with colleagues, and drawing from their own experiences to make EsP lessons more relatable. However, the level of support provided by their respective schools varied significantly – some teachers received technical assistance and access to training, while others lacked essential tools like internet connectivity and updated resources. The study highlights the broader implications of out-of-field teaching on instructional quality and teacher well-being. To address these challenges, the study recommends that schools provide targeted training, mentoring programs, and equitable access to teaching resources to enhance the capacity and confidence of teachers handling non-specialized subjects.