Lived Experiences of Out-of-Field Mathematics Teachers: A Narrative Inquiry in Philippine Secondary Schools

Abstract

This study investigated the experiences of mathematics teachers assigned to teach subjects outside their area of specialization in the Schools Division of Kabankalan City. Out-of-field teaching has remained a significant educational concern because it creates a mismatch between teachers’ academic preparation and instructional responsibilities, potentially affecting instructional quality, teacher confidence, and professional effectiveness. The study employed a qualitative narrative research design involving six purposively selected mathematics teachers who had experienced out-of-field teaching assignments. Data were collected through an Individual Interview Form containing open-ended questions and were analyzed using the Personal Experience Narrative Framework and thematic analysis. The findings revealed three major challenges encountered by the participants: limited content knowledge of unfamiliar subjects, reduced confidence in teaching outside their specialization, and inadequate instructional resources. Despite these challenges, the participants demonstrated resilience by seeking professional instructional support from colleagues, fostering collaborative teacher–student learning, and maximizing available educational resources. These adaptive strategies enabled them to perform their instructional responsibilities while promoting continuous professional growth. The study concludes that strengthening institutional support, mentoring initiatives, and targeted professional development programs is essential for enhancing the competence and confidence of out-of-field teachers. It further recommends expanding teacher support systems, improving access to instructional resources, and promoting collaborative professional learning to strengthen instructional effectiveness and teacher development.