Navigating Uncharted Territory: Academic Journeys of Out-of-Field Secondary Teachers Teaching Social Studies Subjects

Abstract

This phenomenological study, anchored in Sustainable Development Goal 4: Quality Education, explored the lived experiences of out-of-field secondary teachers assigned to teach Social Studies subjects in a public senior high school in Negros Occidental, Philippines. Out-of-field teaching, a widespread educational concern, often results from teacher shortages and can negatively impact student outcomes and teacher confidence. While prior research has examined out-of-field teaching in various contexts, a significant gap remained regarding the experiences of non-specialist Social Studies teachers in the Philippine setting. Using a descriptive phenomenological research design, the study utilized unstructured, in-depth interviews with five purposively sampled out-of-field teachers with at least two years of experience. The data were analyzed using Moustakas' (1994) modified Van Kaam method, which involved horizontalization, reduction, clustering, and constructing textural and structural descriptions. Three major themes emerged from the analysis: "Lost in the Wilderness: Challenges in Teaching Out-of-Field Subjects," "Finding a Way Out: Teaching Strategies and Coping Mechanisms," and "Finding the Treasure: Teacher Reflections and Personal Growth." The first theme detailed challenges such as limited subject mastery, inadequate instructional materials, and the fear of misleading students. The second theme highlighted coping strategies, including simplifying content, using peer mentoring, and leveraging technology for research. The final theme revealed that despite the initial obstacles, teachers developed a greater sense of confidence, resilience, and willingness to teach, ultimately finding fulfillment and professional growth. The findings provided crucial insights for school administrators and policymakers to develop targeted professional development programs and support systems for out-of-field teachers in Social Studies, thereby enhancing instructional quality and teacher well-being.