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Abstract
Teaching outside your field of expertise means handling a subject you are not trained in or familiar with. This study presents the experiences of teachers assigned to teach subjects outside their area of specialization, focusing on their motivation and development. The study explores the impact of teaching outside their specialization on a teacher's development and motivation. Through a qualitative phenomenology approach, in-depth interviews were conducted with preselected Senior High school teachers in a private educational institution located in Guagua, Pampanga, the Philippines, teaching subjects that are not their field of expertise and fit the researcher’s established criteria. The complexity of teaching outside one’s specialization and how educators adapt to these demands. The study uncovers opportunities for professional growth. For some, the experience fostered resilience and broadened their perspectives, enabling them to become more versatile educators. Positive student responses give them a sense of fulfillment despite all the challenges. According to results, out-of-specialized-field teaching presents new challenges, but it helps show their adaptability, and resourcefulness and unlock more creative teaching strategies with the purpose of providing quality education. By focusing on the lived experiences of teachers, teachers should recognize teaching outside their specialization as a valuable opportunity for personal and professional growth, promoting a growth mindset that encourages embracing challenges.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Obias, D. C., Matitu, C. A. B., Almodovar, B. J., Nacu, K. F. C., Orsua, R. D., Carlos, J. L., & Simon, C. L. C. (2025). Exploring the Influence of Out-of-Specialized-Field Teaching on Educators Development and Motivation. International Journal of Multidisciplinary: Applied Business and Education Research, 6(2), 787-804. https://doi.org/10.11594/ijmaber.06.02.26
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Branzuela, M., Ayro, E., & Cruz-Vidal, M. J. (2023). Teaching outside the box: Senior high school teaching experiences, chal-lenges, and windows of innovations of non-social science majors. International Journal of Multidisciplinary Applied Busi-ness and Education Research, 4(7), 2210–2222. https://doi.org/10.11594/ijmaber.04.07.06.
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Bugwak, E. (2021). Travails of out-of-field teachers: A qualitative inquiry. Journal of World Englishes and Educational Practic-es (JWEEP), 3(2). https://doi.org/10.32996/jweep.2021.3.2.4.
Cayabas, J., & Sumeg-ang, D. (2023) Challenges and interventions in developing instruc-tional materials: Perspectives of public school teachers in basic education. Inter-national Journal of Innovative Research and Scientific Studies, 6(4), 849-855. https://doi.org/10.53894/ijirss.v6i4.2059.
Chi, C. (2024). 62% of high school teachers teaching outside their field, new report reveals. https://classteaching.wordpress.com/2018/11/26/masters-reflections-the-home-school-relationship/.
Co, A. G., Abella, C. R., & De Jesus, F. (2021). Teaching outside specialization from the perspective of science teachers. Open Ac-cess Library Journal, 8(8), 1-13. https://doi.org/10.4236/oalib.1107725.
Creswell, J. (2014). Research design. Qualita-tive, quantitative, and mixed methods ap-proach. SAGE Publications, Inc.
Crisan, A. & Hobbs, L. (2019). Subject specific demands of teaching: Implications for out-of-field teachers. In: Hobbs, L and Torner, G, (eds.), Examining the phenom-enon of “teaching out-of-field”: Interna-tional
perspectives on teaching as a non-specialist, 151-178. Springer: Cham, Swit-zerland. https://discovery.ucl.ac.uk/1574233/.
Du Plessis, A., Gillies, R., & Carroll, A. (2014). Out-of-field teaching and professional development: A transnational investiga-tion across Australia and South Africa. In-ternational Journal of Educational Re-search, 66, 90–102. https://doi.org/10.1016/j.ijer.2014.03.002.
Gillies, R. M. (2019). Promoting academically productive student dialogue during col-laborative learning. International Journal of Educational Research, 97, 200–209. https://doi.org/10.1016/j.ijer.2017.07.014.
Guiaselon, B., Omar, S., Mohamad, H., Sinsuat, R. R., Samson, C., Maidu, N., & Maguid, N. (2022). Mismatch of teachers’ qualifica-tions and subjects taught: Effects on stu-dents’ national achievement test. Psychol-ogy and education: A multidisciplinary journal, 6, 573-590. https://doi.org/10.5281/zenodo.7494892.
Harja, H., Mukminin, A., Muhaimin, M., Hi-dayat, M., Haryanto, E., Sari, S. R., & Fridiyanto, F. (2021). Voices from the frontliners: The case of motivations and challenges of mismatched women teach-ers in public secondary schools. Turkish Online Journal of Qualitative Inquiry, 12(2), 201–221. https://doi.org/10.17569/tojqi.818881.
Ho, L., & Limpaecher, A. (2022). What is phe-nomenological research design? https://delvetool.com/blog/phenomenology#:~:text=Phenomenological%20research%20design%20focuses%20on,imposing%20preconceived%20theories%20or%20interpretations.
Hobbs, L. (2020). Learning to teach science out-of-field: A spatial-temporal experi-ence. Journal of Science Teacher Educa-tion, 31(7), 725–745. https://doi.org/10.1080/1046560X.2020.1718315.
Hobbs, L., & Porsch, R. (2021). Teaching out-of-field: Challenges for teacher education. European Journal of Teacher Education, 44(5), 601-610. https://doi.org/10.1080/02619768.2021.1985280.
Hobbs, L., & Törner, G. (2014). Taking an in-ternational perspective on "out-of-field" teaching: Proceedings and agenda for re-search and action from the 1st teaching across specialisations (TAS) collective symposium. TAS Collective. https://www.academia.edu/22317695/taking_an_international_perspective_on_out_of_field_teaching_proceedings_and_agenda_for_research_and_action_from_the_1st_teaching_across_specialisations_TAS_collective_symposium.
Johnson, D. (2017). The role of teachers in mo-tivating students to learn. BU Journal of Graduate Studies in Education, 9(1). https://files.eric.ed.gov/fulltext/EJ1230415.pdf.
Kara, K. & Ada, K. (2021). The relationship be-tween attitudes toward the teaching pro-fession, occupational resilience belief, and extra-role behavior: A moderated mediation model. Journal of Pedagogical Research, 5(3), 105-121. https://doi.org/10.33902/JPR.2021371258.
Kind, V. (2014). A degree is not enough: A quantitative study of aspects of pre-service science teachers’ chemistry con-tent knowledge. International Journal of Science Education, 36(8), 1313–1345. https://doi.org/10.1080/09500693.2013.860497.
Kola, A. J., & Sunday, O. S. (2015). A review of teachers' qualifications and its implica-tion on students' academic achievement in nigerian schools. International Journal of Education and InformationScience, 2(2), 10-15. https://www.researchgate.net/publication/280238391_A_Review_of_Teachers'_Qualifica-tions_and_Its_Implication_on_Students'_Academ-ic_Achievement_in_Nigerian_Schools.
Leonin, A. E. (2024). Teacher teaching not their specialization: A secondary teach-ers' voice in the municipality of Lam-bayong. Ignatian International Journal for Multidisciplinary Research, 2(5), 1–12. https://doi.org/10.5281/zenodo.11100150.
Maffea, J., (2020) Lack of resources in class-rooms. English Department: Research for Change - Wicked Problems in Our World, 38. https://research.library.kutztown.edu/wickedproblems/38.
Maguire, M. & Delahunt B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. The All Ireland Journal of Teach-ing and Learning in Higher Education (AISHE-J), 8(3). https://ojs.aishe.org/index.php/aishe-j/article/download/335/553/1557.
McLeod, S. (2024). Albert Bandura’s social learning theory. https://www.simplypsychology.org/bandura.html.
Mercado, H. A., & Morante, L. (2024). Experi-ences of senior high school mathematics teachers in out-of-field teaching. Salud, Ciencia y Tecnología, 3(1125). https://doi.org/10.56294/sctconf20241125.
Mizzi, D. (2019). Supporting science teachers teaching outside specialism: Teachers’ views of a professional development pro-gramme. European Journal of Teacher Education, 44(5), 706–725. https://doi.org/10.1080/02619768.2020.179395.
Molaba, K. N. (2023). Teaching: A noble pro-fession. Alison Blog. https://alison.com/blog/teaching-a-noble-profession.
Murray, J. (2021). Good teachers are always learning. International Journal of Early Years Education, 29(3). https://doi.org/10.1080/09669760.2021.1955478.
National Commission for the Protection of Human Subjects of Biomedical and Be-havioral Research (1979). The Belmont report: Ethical principles and guidelines for the protection of human subjects of re-search. U.S.o Department of Health and Human Services. https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/readthe-belmont-report/index.html.
Owusu, M., & Mensah, E. (2022). Out-of-field teaching: The bane of christian religious education in senior high schools. Asian Journal of Humanities and Social Studies, 10(4), 108-114. https://doi.org/10.24203/ajhss.v10i4.7032.
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