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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Carlos, Julius L.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Exploring the Influence of Out-of-Specialized-Field Teaching on Educators Development and Motivation Obias, Dianne C.; Matitu, Chris Aida B.; Almodovar, Bianca Jade; Nacu, Kelly Francine C.; Orsua, Romelie D.; Carlos, Julius L.; Simon, Christian Louie C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 2 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.02.26

Abstract

Teaching outside your field of expertise means handling a subject you are not trained in or familiar with. This study presents the experiences of teachers assigned to teach subjects outside their area of specialization, focusing on their motivation and development. The study explores the impact of teaching outside their specialization on a teacher's development and motivation. Through a qualitative phenomenology approach, in-depth interviews were conducted with preselected Senior High school teachers in a private educational institution located in Guagua, Pampanga, the Philippines, teaching subjects that are not their field of expertise and fit the researcher’s established criteria. The complexity of teaching outside one’s specialization and how educators adapt to these demands. The study uncovers opportunities for professional growth. For some, the experience fostered resilience and broadened their perspectives, enabling them to become more versatile educators. Positive student responses give them a sense of fulfillment despite all the challenges. According to results, out-of-specialized-field teaching presents new challenges, but it helps show their adaptability, and resourcefulness and unlock more creative teaching strategies with the purpose of providing quality education. By focusing on the lived experiences of teachers, teachers should recognize teaching outside their specialization as a valuable opportunity for personal and professional growth, promoting a growth mindset that encourages embracing challenges.
From Secret Code to Mainstream: The Rise of Gay Vernacular in Filipino Society Garcia, Wyneth Beatriz B.; Montemayor, Vince John A.; Cosme, Princess Angela M.; Sundiam, Francine Danielle L.; Famorcan, Eirene Nicole B.; Galindez, Angelica Ross G.; Carlos, Julius L.; Simon, Christian Louie C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 7 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.07.24

Abstract

This study aimed to explore how social media and social platforms influenced the mainstreaming of gay vernacular and its impact on cultural expression and identity. This qualitative research paper utilized a phenomenological approach to know the experiences and perspectives of both the heterosexual and homosexual participants in the municipality in region 3. Through thematic analysis of focus group discussions, the findings revealed that social media platforms have significantly contributed to the normalization and acceptance of gay language. Along with the growing acceptance within the gay community, several issues also arose, such as misinterpretation and cultural appropriation.  The challenges highlighted the need to further study and understand the gay language, as well as the importance of cultural sensitivity in using it. Despite these challenges, the integration of gay vernacular into everyday language enhanced the visibility and acceptance of LGBTQ+ identities. The findings of this study enabled the researchers to create a community language-based framework or the ACCLA Framework. Researchers can use this framework to further strengthen their study. This phenomenon underscored the relationship between language, culture, and identity. This research has served as evidence of the transformative power of language and its ability to promote inclusivity and foster understanding within the community.
Co-Authors Almodovar, Bianca Jade Cosme, Princess Angela M. Famorcan, Eirene Nicole B. Galindez, Angelica Ross G. Garcia, Wyneth Beatriz B. Matitu, Chris Aida B. Montemayor, Vince John A. Nacu, Kelly Francine C. Obias, Dianne C. Orsua, Romelie D. Simon, Christian Louie C. Sundiam, Francine Danielle L.