Lost in Track: Exploring the Challenges Faced by Teachers with Mismatched Handled Subjects (VOLUME 2, ISSUE 12)

Abstract

This study examined the experiences, challenges, and coping mechanisms of senior high school teachers assigned to teach subjects outside their area of specialization. Utilizing a qualitative phenomenological research design, the study involved fifteen (15) teachers from selected secondary schools in Isulan, Sultan Kudarat during the School Year 2025–2026. Data were collected through semi-structured interviews and focus group discussions and analyzed using thematic analysis. Findings revealed that teacher–subject mismatch significantly affects instructional quality and teacher well-being. Teachers experienced limited content mastery, reduced teaching confidence, and difficulty delivering clear and effective instruction. The mismatch also led to increased workload, requiring additional time for lesson preparation, research, and content familiarization. Moreover, participants reported experiencing emotional strain, including stress, anxiety, and self-doubt, which negatively impacted their teaching performance and classroom engagement. Despite these challenges, teachers employed various coping strategies such as self-directed learning, collaboration with colleagues, and the use of online resources. However, these strategies were insufficient without adequate institutional support. Participants emphasized the importance of mentoring programs, access to appropriate instructional materials, and continuous professional development. The study concludes that teacher–subject mismatch has significant implications for both teaching effectiveness and student learning outcomes. It recommends aligning teaching assignments with teachers’ specialization and strengthening institutional support systems to enhance instructional quality and promote improved educational outcomes. Keywords: teacher–subject mismatch, out-of-field teaching, senior high school, phenomenology, teacher well-being, student engagement