Author

Renzel M. Dalutag*
Teacher/Poblacion, Balbalan, Kalinga, Philippines

Abstract

This study describes the pedagogical practices, challenges, and coping strategies of non-education graduate teachers in the Balbalan District, Kalinga. A structured Likert-scale questionnaire was used to collect data from 29 respondents from seven different educational institutions using a descriptive-comparative quantitative approach. Albert Bandura’s Teacher Self-Efficacy Theory serves as the foundation for this study, which looks at how teachers without formal pedagogical training operate in the classroom. The results show that these teachers use a variety of pedagogical approaches to a very high degree, with traditional lecture-discussions and textbook-based instruction being the most common, even if they lack official training. Regardless of age, sex, experience, or level of education, statistical analysis using the Mann-Whitney U and Kruskal-Wallis tests revealed no significant variations in teaching approaches. However, a lack of formal pedagogical preparation and an abundance of teaching responsibilities are the main obstacles that teachers face. Respondents regularly use proactive coping strategies, such as self-study, improvising resources, and looking for mentorship from senior colleagues, to lessen these obstacles. Systemic loads and pedagogical gaps prevent non-education graduates from being as effective as they could be, despite their high resilience and instructional flexibility. To assist the development of these educators’ professional identities and long-term retention, the district may consider formalizing mentorship programs, implementing targeted induction programs for non-education graduates, and reviewing administrative workloads.

Keywords: Pedagogical practices, non-education graduates, teacher self-efficacy, coping mechanisms, Balbalan District.

*Corresponding author/ Email: renzel.dalutag@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021003

Recommended citation:
Dalutag, R. M. (2026). Pedagogical practices, challenges and coping strategies of non-education course teachers. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1640-1651. http://doi.org/10.69651/PIJHSS05021003

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