A LOOK INTO THE WORLD OF OUT-OF-FIELD EDUCATORS ON CLASSROOM INSTRUCTIONS

Education

This study sought to explore and understand the lived experiences, challenges, coping mechanisms, and insights of out-of-field teachers handling classroom instruction in public schools in Maragusan, Davao de Oro. Employing a phenomenological approach, the research examined how these educators navigated their instructional roles despite being assigned subjects beyond their field of specialization. Through in-depth interviews, the findings revealed that participants encountered significant obstacles such as limited content knowledge, lack of pedagogical training, insufficient resources, and heightened instructional demands. Nonetheless, they demonstrated adaptability, resilience, and a strong commitment to improving their craft. The results highlighted how out-of-field teachers developed instructional competence by engaging in peer collaboration, seeking help from subject specialists, and participating in training and self-directed learning. Their efforts to overcome instructional difficulties led to growth in confidence, creativity in lesson delivery, and emerging leadership qualities. Participants also reflected on the importance of embracing change, setting realistic standards, and building strong support networks to manage classroom challenges more effectively. Their experiences fostered a deeper understanding of pedagogical purpose and reinforced their dedication to student learning and professional development. The study emphasizes the need for systemic support, including regular training opportunities, resource provision, and clear policy guidelines tailored to the needs of out-of-field teachers. Participants expressed aspirations for career advancement and institutional recognition that validates their instructional contributions. These findings call on education leaders and policymakers to implement sustainable structures that support professional growth, promote inclusive instructional practices, and ensure quality education for all learners.

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