Mel Jane B. Belmonte
Joseph A. Asuncion
Ligaya Z. Del Rosario
Luningning B. De Castro
Vivian I. Buhain
Luzale D. Henson
New Era University, Quezon City, Philippines
How to Cite:
Belmonte, M. J. B., Asuncion, J. A., Del Rosario, L. Z., De Castro, L. B., Buhain, V. I., & Henson, L. D. (2024). Exploring the lived experiences of secondary out-of-the-field social science teachers in teaching different subject areas. Psychology and Education: A Multidisciplinary Journal, 22(10), 1143–1158.
Abstract
This qualitative study focused on the lived experiences of secondary social science out-of-the-field teachers which become a concern since it has an impact on the quality of education. The theory of Vygotsky (1978), social constructivism, and Shulman’s (1986) Pedagogical Content Knowledge and Subject Matter Knowledge (SMK) are utilized to anchor this study. This study employs a qualitative research methodology, namely a hermeneutic method of research. The data were acquired from five (5) participants from the Schools Division of Quezon City who were chosen using a purposive sampling technique and employed a thematic analysis to reveal the experience of the participants. The findings revealed that the inadequate number of teachers is a primary reason for teaching outside their specialization. Despite initial apprehension, these teachers demonstrate adaptability and confidence in their assigned subjects. They prioritize effective learning through creative teaching methods and interactive activities. However, teaching unfamiliar subjects presents challenges due to limited content knowledge and an unfamiliar environment. Despite this, the teachers show resilience by utilizing various learning materials, seeking help from colleagues, and planning lessons meticulously. Colleague support plays a crucial role in aiding these teachers, providing guidance, resources, and moral support.
Keywords: out-of-the-field-teacher, subject area, social science teacher, resiliency, lived experiences
