“Why me?”: Challenges and Insights of Private School Teachers in the Out-of-Field Teaching
DOI:
https://doi.org/10.65141/jessah.v3i1.n4Keywords:
teaching assignment mismatch, out-of-field teaching, qualitative phenomenological research, content and pedagogical knowledge, professional developmentAbstract
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.
References
[1] Abutin, M. G. A., Guerzon, J. M. A., & Busbus, S. O. (2026). Challenges and coping mechanisms of out-of-field teachers in the Philippines: A systematic review. Lux Veritatis, 13, 30–51.
[2] Acoba, R. P., & Ariola, M. F. Q. (2025). Predictive role of classroom learning environment on the academic performance of students in Mathematics in the Modern World in Isabela State University–Echague. Isabela State University Linker: Journal of Education, Social Sciences and Allied Health, 2(1), 66–75. https://doi.org/10.65141/jessah.v2i1.n5
[3] Alsobaie, M. F. (2015). Power and authority in adult education. Journal of Education and Practice, 6(15), 155–159. https://www.iiste.org/Journals/index.php/JEP/article/view/22709
[4] Australian Government Productivity Commission (2012). Schools workforce. Research Report. Canberra.
[5] Campanini, M. (n. d.). The out-of-field teaching phenomenon. Retrieved from https://publications.ieu.asn.au/2019-september-ie/articles4/teaching-phenomenon/.
[6] Collard, J. (2009). Constructing theory for leadership in intercultural contexts. In: J. Collard, & A. Normore (Eds.), Leadership and intercultural dynamics (pp. 3–21). USA: Information Age Publishing Inc.
[7] Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.
[8] Curry, C. (2013). Charter school leadership: Elements for school success. USA: R & L Education.
[9] Dee, T. S., & Cohodes, S. R. (2008). Out-of-Field teachers and student achievement: Evidence from matched-pairs comparisons. Education Quality, Education Equity, and the Role of Teachers, 36(1), 7–32. https://doi.org/10.1177/1091142106289330
[10] Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation. Routledge. https://doi.org/10.4324/9781315833750
[11] du Plessis, A. E. (2014). Understanding the out-of-field teaching experience (Doctoral thesis, The University of Queensland). https://espace.library.uq.edu.au/view/UQ:330372
[12] du Plessis, A. E., Gillies, R. M., & Carroll, A. (2014). Out-of-field teaching and professional development: A transnational investigation across Australia and South Africa. International Journal of Educational Research, 66, 90–102. https://doi.org/10.1016/j.ijer.2014.03.002
[13] Futernik, K., (2010). Incompetent teachers or dysfunctional systems. Kappan. 9(2), 59–64.
[14] Grudens-Schuck, N., Larson, K., & Allen, B. L. (2004). Methodology brief: Can you call it a focus group? Extension Community and Economic Development Publications.
[15] Harris, K., Jensz, F., & Baldwin, G. (2005). Who’s teaching Science? Meeting the demand for qualified science teachers in Australian secondary schools. Report prepared for Australian Council of Deans of Science (ACDS). Centre for Study of Higher Education: The University of Melbourne.
[16] Hobbs, L. (2013, September). Learning amid disruption: Boundary crossing of secondary teachers [Conference presentation]. European Conference on Educational Research, Istanbul, Turkey.
[17] Hudson, P. (2012). How can schools support beginning teachers? A call for timely induction and mentoring for effective teaching. Australian Journal of Teacher Education, 37(7), 71–84. https://doi.org/10.14221/ajte.2012v37n7.1
[18] Ingersoll, R. M. (2000). Out-of-field teaching. ERIC Digest. https://www.ericdigests.org/2001-3/out.html
[19] Ingersoll, R. (2002). Out-of-field teaching, educational inequality, and the organization of schools: An exploratory analysis. Center for the Study of Teaching and Policy.
[20] Ingersoll, R. M. (2003). Out-of-field teaching and the limits of teacher policy (Research Report No. RR-03-1). Consortium for Policy Research in Education, University of Pennsylvania. https://repository.upenn.edu/cpre_researchreports/38/
[21] Ingersoll, R. (2006, January). Is there really a shortage of mathematics and science teachers? [Conference paper]. Mathematics Science Partnership Conference. https://repository.upenn.edu/gse_pubs/132
[22] Javier, N. L. R., Castro, R. C., Fajardo, L. D., Espiritu, J. L. D., Iglesia, A. R., & Antonio, R. P. (2026). Challenges of secondary out-of-field teachers in the Philippines: A meta-synthesis study. International Journal of Instruction, 19(3), 99–122. https://doi.org/10.29333/iji.2026.1936a
[23] Kolleck, N. (2019). Motivational aspects of teacher collaboration. Frontiers in Education, (4)122, 1–20. https://doi.org/10.3389/feduc.2019.00122
[24] Loveys, K. (2011, April 21). Scandal of the untrained teachers: Thousands don’t have degrees in the subjects they teach. MailOnline. https://www.dailymail.co.uk/news/article-1378908
[25] Manen, M., & Adams, C. A. (2010). Phenomenology. International Encyclopedia of Education, 449–455. https://doi.org/10.1016/b978-0-08-044894-7.01539-6
[26] Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Teaching and Learning in Higher Education, 9(3), 3351–33514. https://doi.org/10.62707/aishej.v9i3.335
[27] McConney, A., & Price, A. (2009). Teaching out-of-field in Western Australia. Australian Journal of Teacher Education, 34(6), 86–100. https://doi.org/10.14221/ajte.2009v34n6.6
[28] Mejia, I. P., Tenorio, A. D., Monteverde, R. P., Marasigan, A. P., De Vera, J. L., Castulo, N. J., de Pano, C. P., Sinsay-Villanueva, L. M., Tanyag, I. H., & Berroya, J. D. (2025, September). Taught off-guard: When specialization and teaching assignments do not match (Policy Notes No. 2025-17). Philippine Institute for Development Studies. https://pidswebs.pids.gov.ph/CDN/document/pidspn2517.pdf
[29] Mizell, H. (2010). Why professional development matters? In ERIC. Learning Forward. https://eric.ed.gov/?id=ED521618
[30] National Commission on Teaching and America’s Future (NCTAF). (2007). National commission on teaching and America’s future and Pearson achievement solutions partner to recognize exemplary learning teams. http://www.redorbit.com/news/education/857635/national_commission_on_teaching_and_americas_future_and_pearson_achievement/
[31] Orpiano, K. M., Carvajal, P. A., & Lazaro, J. B. (2026). The mediating effect of out-of-field teaching on the relationship between teacher competence and academic performance among college students. Asian Journal of Education and Social Studies. 52(2). 305–317. https://doi.org/10.9734/ajess/2026/v52i22844
[32] Qualitative Research Consultants Association. (n. d.). QRCA guidelines to professional qualitative research practices. https://www.qrca.org/site/about-qualitative-research
[33] Sambe, M. (2015). Out-of-field teaching. The African perspective. http://www.tapmagonline.com/out-offieldteaching-by-mariam-sambe/
[34] Silva, B. (2010). Over 1700 unqualified teachers in South Africa. [News agency, Cape Town, South Africa]. http://westcapenews.com/?p=1431
[35] Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
[36] Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development best evidence synthesis iteration [BES]. University of Auckland: New Zealand Ministry of Education. https://thehub.sia.govt.nz/assets/documents/42432_TPLandDBESentireWeb_0.pdf
[37] Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89–122. https://doi.org/10.3102/00346543073001089
[38] Wutich, A., Beresford, M., & Bernard, H. R. (2024). Sample sizes for 10 types of qualitative data analysis: An integrative review, empirical guidance, and next steps. International Journal of Qualitative Methods, 23(1), 1–14. https://doi.org/10.1177/16094069241296206
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 JESSAH - Isabela State University Linker: Journal of Education, Social Sciences and Allied Health
This work is licensed under a Creative Commons Attribution 4.0 International License.
