Home⇛Isabela State University Linker: Journal of Education, Social Sciences and Allied Health⇛vol. 3 no. 1 (2026)

“Why Me?”: Challenges and Insights of Private School Teachers Assigned to Outof-Field Teaching

John Michael A. Guerzon | Teresita D. Ignacio | Queen Lathara B. Duclayan | Crystal Mae O. Lardizabal

Discipline: Teacher Training

 

Abstract:

Studies have considered the prevalence of out-of-field teaching as a growing concern in the Philippines. The mismatch between teachers’ fields of specialization and the availability of teaching units may have contributed to the downward trend in students’ academic achievement. This study explored the experiences of out-of-field teachers in the private secondary school set-up, focusing on their challenges and insights through a qualitative-phenomenological method. Through a content-validated interview guide, a focus group discussion was carried out with four (4) private secondary school teachers from Baguio City. A six-phase theoretical thematic analysis was employed. Three (3) major themes emerged as challenges, including the justification of out-of-field teaching assignments, the challenges of self-imposed pressure, and difficulties during the adjustment period, all related to a lack of preparation due to a mismatch. These arise from challenges in subject content and pedagogical knowledge that have affected their preparations. Four (4) major themes were generated from their insights based on their realizations, promoting positive attitudes toward out-of-field teaching. Insights include out-of-field teaching as a part of the continuous learning process, an instrument to promote unity in school, a component of self-discovery, and an advantage in simplifying lessons. These findings necessitate mentoring and professional development programs to support out-of-field teachers.



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