Skip to main contentSkip to main navigation menuSkip to site footer Beyond Horizons: The Lived Experiences of Social Studies Teachers in Teaching Out-of-Field Subjects

Out-of-field teaching has increasingly challenged the Philippine education system,
particularly in public secondary schools. This study explores the lived experiences of Social Studies
teachers in Cabuyao City who were assigned to teach subjects beyond their specialization, such as
MAPEH, TLE, Filipino, and Values Education. Guided by Vygotsky’s Social Constructivist Theory
and Shulman’s Pedagogical Content Knowledge framework, a qualitative phenomenological
research design was employed. Data were collected through semi-structured interviews with ten
purposively selected teachers and analyzed using Colaizzi’s seven-step method. The analysis
revealed two major themes: (1) Challenges Faced When Teaching Outside Expertise, and (2)
Adaptive Strategies for Overcoming Out-of-Field Teaching Challenges. Key challenges included
subject mastery gaps, difficulty in lesson delivery, lack of curriculum resources, increased
preparation time, and anxiety. Despite these, participants demonstrated resilience by seeking peer
support, attending professional development seminars, diversifying their teaching strategies, and
embracing lifelong learning. Motivation, flexibility, and administrative support were vital to their
ability to navigate these difficulties. Findings emphasized the importance of continuous
professional development, mentorship, and institutional support systems to aid out-of-field
teachers. The study concludes that while teaching outside one’s specialization imposes significant
instructional and emotional challenges, it also offers opportunities for professional growth,
adaptability, and innovation in teaching practices. These insights are critical for shaping educational
policies and support programs that can better equip teachers to handle the demands of out-of-field
teaching and enhance overall educational quality.