Year: 2025
Type: article
Abstract: This phenomenological study explored the lived experiences of ten junior high school teachers in public secondary schools in Nabunturan East District, Division of Davao de Oro, as they navigated the complexities of out-of-field teaching assignments. Utilizing in-depth interviews and thematic content analysis, the research uncovered three overarching themes: on-hand instructional and emotional challenges, coping mechanisms for professional adjustment, and insights gained from navigating subject-area mismatches. Despite encountering systemic issues such as limited subject-specific training, inadequate resources, and increased instructional demands, participants demonstrated resilience through self-directed learning, peer collaboration, and a strong professional commitment. Teachers emphasized that flexibility, peer support, and passion for teaching were crucial in overcoming the anxieties of teaching outside their specialization. The study further revealed how institutional support, mentoring, and reflective practices contributed to improved instructional adaptability and professional identity development. These findings accentuated the critical importance of responsive school leadership, targeted professional development, and policies. This study advocates for systemic reforms that support teacher growth, promote equitable subject-area alignment, and foster a culture of resilience and continuous learning within public educational institutions.
Author: Failago, Lourdie Bless
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W6968411120
FWCI:
Cites:
Cited by:
Related to: