Master’s thesis (Education (Major in English), Master of Arts in)—Graduate School, 2024.

Includes bibliographical references and appendices.

Abstract

The study aimed to determine the challenges and coping mechanisms applied
by non-English major teachers in teaching Senior High School English subjects. It
also sought to find out their relationship and differences with teachers’
baccalaureate courses. The researcher utilized the descriptive-correlational design
and employed the purposive sampling technique. The respondents of the study
were the 50 teachers from Tanjay City Division, teaching in Tanjay City and
Pamplona, Negros Oriental. The researcher utilized a self-made questionnaire and

employed weighted mean, Spearman’s rank correlation coefficient, and Kruskall-
Wallis H test. The study revealed that non-English major teachers have challenges in

teaching Senior High School English subjects specifically in the following areas: (a)
teaching academic writing; (b) teaching writing one scene for one-act play applying
the various elements, techniques, and literary devices, (c) teaching writing craft
essay; (d) teaching speech writing; (e) selection of relevant resources specifically on
choosing materials that are aligned in lesson objectives; and (f) deciding for
curriculum-appropriate materials to use. The data also showed that allowing
colleagues/school heads/supervisors to observe their classes and monitoring
students’ performance are the highest utilized coping mechanisms.

Keywords: Challenges, Coping Mechanisms, Non-English Major Teachers