The Realities of Junior High School Teachers Teaching Outside Their Specialization

Authors

Vandolf D. Bagol

Abstract

This study explored the lived experiences of junior high school teachers teaching beyond their specialization in the Lopez Jaena District, Misamis Occidental, during the School Year 2025–2026. Sixteen purposively selected teachers participated in semi-structured interviews, and data were analyzed using Braun and Clarke’s Reflexive Thematic Analysis. Findings revealed that teachers’ lived experiences were characterized by Institutional and Contextual Realities, Emotional and Psychological Experiences, and Workload and Time Demands, which collectively shaped their adjustment to out-of-field teaching. In terms of challenges, teachers encountered Pedagogical Challenges, Instructional and Assessment Difficulties, and Systemic and Institutional Barriers, reflecting limitations in content mastery, instructional delivery, and resource availability. Despite these difficulties, teachers demonstrated resilience through Adaptive Teaching Practices, including self-directed learning, collaboration, and utilization of digital resources. These practices contributed to Professional Growth and Development, Transformation of Teacher Identity, and Teacher Dedication and Resilience, enabling teachers to gradually build confidence and adaptability in unfamiliar subject areas. The study underscores that while teachers exhibit strong adaptability, persistent structural issues necessitate strengthened teacher deployment policies, targeted professional development, and improved institutional support systems to enhance teaching effectiveness, teacher well-being, and student learning outcomes.

Keywords

adaptive teaching practices, lived experiences, out-of-field teaching, pedagogical challenges, professional development, teacher identity, teacher resilience