Open Access Library Journal

2021, Volume 8, e7725

ISSN Online: 2333-9721
ISSN Print: 2333-9705

Teaching Outside Specialization from the

Perspective of Science Teachers

Annalene Grace E. Co1, Charmaine Ruth G. Abella1, Fhrizz S. De Jesus2

1
Quirino State University, Maddela Campus, Maddela, Philippines
2
Nueva Ecija University of Science and Technology, Atate Campus, Palayan City, Philippines

How to cite this paper: Co, A.G.E., Abella, Abstract

C.R.G. and De Jesus, F.S. (2021) Teaching
Outside Specialization from the Perspective This study aimed to describe and analyze the lived experiences of Senior High
of Science Teachers. Open Access Library School Science teachers in the district of Nagtipunan teaching subjects out-
Journal, 8: e7725. side their specialization. A qualitative research design using a hermeneutic
https://doi.org/10.4236/oalib.1107725
phenomenological approach was employed in the conduct of this study. The
Received: July 3, 2021 study was participated in by six (6) Senior High School Science full-time
Accepted: July 30, 2021 teachers with three years employment in the school during the school year
Published: August 2, 2021 2019-2020 who were selected purposively. Through an in-depth, face-to-face
semi-structured interview, written essay, and focus group discussion, creative
Copyright © 2021 by author(s) and Open
Access Library Inc.
self-expressive storytelling activities were conducted with the participants.
This work is licensed under the Creative Through these activities, the essence and meaning of teaching subject outside
Commons Attribution International specialization were further interpreted and elaborated in six (6) themes: (a)
License (CC BY 4.0). Teacher’s Learning & Challenging Experiences; (b) Factors of Teaching Sub-
http://creativecommons.org/licenses/by/4.0/
ject Outside Specialization; (c) Challenges and Difficulties Faced by the
Open Access
Teachers; (d) Teaching Strategies & Coping Mechanisms; (e) Teacher’s De-
sirable attribute in Teaching Subject Outside Specialization; and, (f) Implica-
tions of Teaching Subject Outside Specialization. Answers to each theme
category were examined and narrowed. Thereby arriving at one concept, the
teaching and learning process in teaching out-of-field is at stake and detri-
mental to the education system. The experiences of teachers teaching outside
specialization manifested difficulties, challenges, and negligence and became
common practice. An issue on quality education has been taken for granted
hence, to be remediated.

Subject Areas
Education, Social Science

Keywords
Lived Experiences, Conversation Partners, Specialized Teachers,
Non-Specialized Teachers, Out-of-Field Teaching

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 A. G. E. Co et al.

1. Introduction
Quality education is the heart for sustainable development and a powerful cata-
lyst towards developing more just, humane and equitable societies [1]. Quality
education has become critical in many countries that are expanding enrolments
rapidly to achieve Education for All [2]. Recently, Education systems are under
strain, but the assumption that there is a compromise between access and quality
is flawed. In countries with constrained resources, the successful effort to increase
access to primary education has often led to declining quality of education [3].
[4] Public school teachers play an important role in our society, especially for
the students. Quality education requires quality teachers [5]. The quality of edu-
cation directly related to the quality of instruction in the classrooms and the
availability of competent teachers is vital in constructing the educational system
[6]. The most significant factor in improving student achievement is employing
qualified teachers in all schools [7]. Teachers should give the most appropriate
tools, including content knowledge and skills and teaching methodology, to do
their work professionally [8]. Teacher competency plays a tremendous role in
student performance [9]. Moreover, effective teachers possess broad knowledge
in the content areas that they teach and often have majored in those specialized
areas [10].
However, teacher quality has a widely discussed issue in education [11]. One
of the problems that caught attention is teaching outside their specialization,
mismatched subject assignments in grade school, high school, and tertiary level
[12]. The phenomenon of teaching subjects outside the discipline, where teach-
ers have lack educational background or training, has been neglected [13]. It is a
crucial issue because highly qualified teachers may, in actuality, become highly
unqualified if they are assigned to teach subjects for which they have little train-
ing or education. Unqualified teachers may negatively impact student’s
achievement and be detrimental to the educational process [14] [15].
In the recent K to 12 Program, the implementation of Senior High School
faced new challenges due to the shortage of teachers. Science specialized teachers
have the predicament of teaching outside their field of specialization or expertise,
basically, this is one of the reasons why this study was limited only to the science
teachers. Senior High School Science teachers also face this apparent dilemma
that beginner teachers in school lack qualified teachers.
This prompted the researchers to study the lived experiences of the Senior
High School Science teachers who are teaching subjects outside their specializa-
tion. This study will explore the lived experiences, challenges they faced, and
strategies they used in teaching subjects outside their field. This study contrib-
utes to the formulation of plans/policies needed for management, supervision,
and instruction.

1.1. Review of the Literature

This study takes a bold and innovative stance drawn from Vygotsky’s (1978) so-
cial constructivist theory and Gadamer’s (1975, 1976) hermeneutic phenome-

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 A. G. E. Co et al.

nological philosophy to develop a broader context from which an in-depth un-

derstanding of the “real-life” experiences of teaching subject outside specializa-
tion is analyzed. Gadamer’s (1975, 1976) hermeneutic philosophy supports a
deeper understanding of the complex lived experiences and the meaning of
teaching subjects outside the discipline. Vygotsky’s (1978) theories about the
more knowledgeable other (MKO) and the zone of proximal development
(ZPD) provided tools to encounter an in-depth understanding of the meaning
and the essence of their experiences in teaching subjects outside specialization
and the learning environment.
The complexity and taking-for-granted experiences of the Senior High School
Science teachers teaching subjects outside specialization also draw concepts from
the philosophical foundation of Constructivism, where its central idea states that
“people construct their meaning of life-based on reality.” Constructivists view
reality as a socially constructed truth of life [16].
The essence and meaning of teaching subject outside specialization are further
interpreted and elaborated in six themes: (a) Teacher’s Learning and Challeng-
ing Experiences; (b) Factors of Teaching Subject Outside Specialization; (c)
Challenges and Difficulties Faced by the Teachers; (d) Teaching Strategies and
Coping Mechanisms; € Teacher’s Desirable Attribute in Teaching Subject Out-
side Specialization; and, (f) Implications of Teaching Subject Outside Specializa-
tion.

1.1.1. Teacher’s Learning and Challenging Experiences

The person and the job are linked in Kolb’s experiential learning theory. It im-
plies a valuable understanding of job match or mismatch, as well as determining
how distinct person-work interactions affect performance or pleasure. Underly-
ing this Experiential Learning Theory (ELT) entails people change, adapt, and
capable of learning different types of skills. Teachers’ adaptability towards chal-
lenges and difficulties in teaching subjects outside specialization helps lessen the
predicament [14]. Effectiveness in teaching is in a dynamic match between the
teacher and the job. According to Hobbs [13], positive, negative, and challenging
experiences in education outside the area of expertise are experienced by novice
and veteran teachers. It has been overlooked, and least understood. It became a
widespread and continuing practice, but those who experienced the difficulties
suffer the consequences of being misaligned, lack of confidence, and guilt [17].

1.1.2. Factors of Teaching Subject outside Specialization

Several factors brought teachers to teach outside their expertise, such as shortage
of teachers, subject misalignment, teacher attrition, hiring requirements, and
staffing management. [17] The data emerging from research into teacher supply
and demand demonstrate how poor attraction and retention of teachers. This
increases teacher attrition to the extent of teaching outside specialization. Mis-
alignment of the subject assignment is not merely due to teachers’ lack of teach-
ers but to how hiring, staffing, and planning were implemented in school [14].

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 A. G. E. Co et al.

Shortages of qualified teachers led to an increase in teachers’ teaching outside

their subject areas, undermining a common practice without appropriate re-
sponse and mitigation [18].

1.1.3. Challenges and Difficulties

Teaching subject outside specialization has adverse effects on teachers them-
selves and their student’s learning [19]. [20] Teachers expressed many challenges
they experienced with an out-of-field assignment, including difficulties in deal-
ing with student motivation and concerns over selecting appropriate instruc-
tional strategies, lack of background knowledge, and lack of support [11].
Teaching outside specialization, teachers felt inadequate and stressed while
working with students.
Teaching outside areas of expertise brought complex challenges, and teachers
express concern and apprehension when dealing with this situation. Teachers’
lack of confidence when teaching topics outside their scope of knowledge is
manifested in different ways, such as when preparing lesson plans, choosing or
devising activities and analogies to aid students’ questions, setting up laboratory
experiments, choosing classroom activities, linking and applying various con-
cepts and principles to everyday life situations, generating students’ interest and
passion for the subject [21].

1.1.4. Teaching Strategies and Coping Mechanism

Teaching strategies and coping mechanisms are anchored to Lee Shulman’s
Subject Matter Knowledge (SMK) and Pedagogical Content (PCK) associated
with Technological Pedagogical Content Knowledge (TPACK) [22]. They are
essential teaching methods and strategies to cope with the challenges and diffi-
culties in teaching subjects outside specialization. The articulating link of these
two components: Knowledge and Teaching, in understanding how a particular
feature of subject matter is organized, adapted, and represented for instruction is
referred to as Pedagogical Content Knowledge (PCK). The content knowledge
that deals with the teaching process and strategies mean the teaching method or
the amount and organization of knowledge per se in teachers’ minds. On the
other hand, pedagogical knowledge means the, how of teaching or the ability to
teach, usually acquired through education coursework and personal experiences
[16].
Moreover, TPACK describes the kinds of knowledge needed by a teacher for
effective technology integration. The TPACK framework emphasizes how the
connections among teachers’ understanding of content, pedagogy, and technol-
ogy interact with one another to produce effective teaching [22]. Strategies such
as technology integration and hands-on exploration of ICT tools appeared more
advantageous for fostering knowledge and technological pedagogical content
knowledge [23].

1.1.5. Teacher’s Desirable Attributes

Teacher’s attitude towards teaching subjects outside specialization is crucial for

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 A. G. E. Co et al.

effective teaching. Teachers’ experience in the field develops various levels of

expertise to acquire the art, science, and technique of teaching [5]. There is a
positive relationship between teacher quality as “enthusiasm, creativity, flexibil-
ity and adaptability and school success of its students. The teacher who has the
desire to share the love of the subject with the students can make the material
being taught stimulating and enjoyable, improvise and adapt to new demands
and new challenges, and learn and improve teaching methods [24].

1.1.6. Implications of Teaching Subject outside Specialization

The effect of out-of-field teaching adds complexity to the educational system
that affects learners, colleagues, parents, governing bodies, and school manage-
ment. It puts extra strain on school staffing management and jeopardizes teach-
ing and quality learning [15]. It lowers the quality of instruction, affects stu-
dent’s achievements [19]. In addition, the teacher feels inadequacy and incom-
petence, lack of cognitive challenge, and difficulty bringing the subject alive for
students due to limited knowledge [20].
Moreover, teaching outside the area of specialization may disrupt teacher’s
development and may lead them to exit the profession [13]. Teachers teaching
outside their field, which they have not been prepared for, lack of training and
support were neglected. Government, policymakers, and administrators are
called attention to this matter to be enjoined to provide adequate support, train-
ing, and funds to prepare teachers to become equipped and practical [25]. Thus,
the phenomenon of teaching outside specialization should be recognized to pro-
vide practical, competent teaching and quality education.

2. Methodology
2.1. Research Design
In the conduct of this study, a qualitative research design using a hermeneutic
phenomenological approach was employed. Gadamer (1975) saw conversation
and interaction in hermeneutics as an “art” and not a mechanical process, al-
though used as tools to develop a fundamental understanding of the experience.
Through language states, the consciousness of knowledge states, “it speaks of
being and the world,” giving meaning to the visible and invisible world and pro-
viding the researchers with an opportunity to also inquire about what is not said.
The hermeneutic circle involves language and movement from self to experience
and experience to self [26]. The hermeneutic phenomenology avoids the subject
or object divide but rather underlines the inter-relationship between the experi-
ence and the person and sees language as the vehicle to carry participants’ lived
experiences. Gadamer’s hermeneutic philosophy is an interpretive method that
investigates the meaning of personal experiences about understanding human
interpretations. At the same time, it attempts to “uncover and describe struc-
tures” towards a better understanding of lived experiences [27].
[28] The best criteria to determine hermeneutic phenomenology is when the

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research problem requires a profound understanding of the human experiences

common to a group of people. This approach appears to be the most appropriate
to describe the lived experiences of Senior High School Science teachers teaching
subjects outside their specialization.

2.2. Research Setting

The study was conducted at all Public Schools offering Senior High schools in
the District of Nagtipunan, Division of Quirino.
The study participants included six (6) Senior High School Science full-time
teachers with three years of employment in the school during the school year
2019-2020. As stated in the introduction, science teachers were facing difficulties
in teaching science subjects because of different backgrounds. Therefore, the
scope of this study was only limited to the science teachers.

2.3. Sampling
Purposive sampling was used to identify the primary participants. They were se-
lected based on judgment and the purpose of the research. Participants who have
had experiences relating to the phenomenon were chosen.

2.4. Data Collection

This study used creative self-expressive storytelling activities through an
in-depth, face-to-face semi-structured interview, written essay, and focus group
discussion with participants.
An overarching question and some open-ended, probing interview questions
were asked to encourage the conversation partners to describe their experiences.
A self-made questionnaire was provided, and a written essay was queried from
the conversation partners. The questionnaire was created using the data ga-
thered and double-checked by the researchers’ mentors. The instrument’s de-
pendability coefficient was evaluated and measured at.860, indicating that the
instrument has acceptable internal consistency. The validity of the research in-
strument was established by submitting the constructed research instrument to
specialists for feedback, who gave it a 4.24 weighted mean with a verbal inter-
pretation of “very good.” Following distribution, the completed questionnaires
were collected and the data was tallied for analysis. During the interview, two
audio recorders were used to record the conversation.
The first part involved questions about the demographic profile of the par-
ticipants in terms of gender, civil status, highest educational attainment, the field
of specialization a.) major and b.) minor, and subjects taught a.) specialized and
b.) non-specialized. The second part pertained to the questions that revealed the
participants’ lived experiences in teaching subjects outside specialization. Six (6)
questions were asked, which encompass six (6) different components: learning &
challenging experiences, factors of teaching outside discipline, challenges & dif-
ficulties faced in education outside specialization, teaching strategies & coping

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mechanisms, teacher’s desirable attributes, and implications of teaching subject

outside the domain.
During the interviews, FGDs were conducted. A focus group discussion
(FGD) is a useful technique to bring people together who have comparable
backgrounds or experiences to talk about a certain issue. It was used in finding
depth meaning from the responses.
Before the actual conduct of the survey questionnaire, a pilot study involving a
sample of 3 Senior High School teachers teaching subjects outside specialization
in the Junior High School of Nagtipunan National High School was conducted
to validate the content of the questionnaire in terms of relevance, accuracy, and
wording. The results were analyzed using the guidelines for the analysis of inter-
view data. The appropriate changes based on the lessons learned from the pilot
testing and the suggested changes concerning the instrument were made to the
final copy of the questionnaire.

2.5. Data Analysis

To facilitate an in-depth, objective description and analysis of the lived experi-
ences of the Senior High School Science teachers teaching subjects outside spe-
cialization, this study was guided by the guidelines for the analysis of interviews.
Using such guidelines that explain the procedures in analyzing the interview
data concretely, the researchers went through the following rigorous steps in
analyzing and synthesizing the transcripts:
1. Transcription process wherein the researchers have repeatedly listened to
the audio recording of each interview to become familiar with the words of the
interviewee/informant to develop/create a holistic sense, the “gestalt.”
2. They were delineating units of general meaning. The researchers carefully
determined whether the statements of the conversation partners answered and
illuminated the research question. Words that appear to address the phenome-
non were studied and noted as a unit of relevant meaning, while irrelevant
statements were discarded. Other redundant teams were eliminated.
3. Clustering units of meaning to form themes that are significant topics or
units of significance. After which, the researchers thoroughly examined the
groups of units of relevant meaning to determine the central issue conveyed by
the essence of the clusters.
4. Summarize each interview, validate and modify. A summary that incorpo-
rates all the themes elicited from the data gives a holistic context. Whatever the
method used for phenomenological analysis, the investigator aims to reconstruct
the inner world of experience of the subject. Each individual has his way of ex-
periencing temporality, spatiality, materiality, but each of these coordinates must
be understood about the others and the whole inner world.
5. General and unique themes for all the interviews and composite summary.
As the process outlined in points 1 to 4 has been done for the interviews, articles
common to most of the discussions and individual variations were identified.

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Care must be taken not to cluster common themes if significant differences exist.
The researchers concluded the explication by writing a composite summary, re-
flecting the context or “horizon” from which the themes emerged. The re-
searcher, at this point, transforms participants’ everyday expressions into ex-
pressions appropriate to the scientific discourse supporting the research. Hence,
good analysis is not generated by rigorous data alone but by going beyond the
data to develop ideas.

2.6. Ethical Considerations

The interaction between researchers and participants can be ethically challeng-
ing for the former, as they are personally involved in different stages of the study
[29]. To meet the ethical consideration of the study, the researchers complied
with prevailing ethical and legal requirements related to the conduct of the
study. This research implemented several vital phrases that protect the rights of
the participants.
Voluntary participation. The participants were not coerced into participating
in research. This is especially relevant where the researchers relied on captive
audiences for the subjects.
Inform consent. Prospective research participants were fully informed about
the procedures and risks involved in research and ask them to indicate their
willingness to participate by signing the consent.
Risk of harm. Participants were not put into a situation where they were at
risk of damage due to their participation. Liability can be defined as both physi-
cal and psychological. These are two standards that were applied to help protect
the privacy of research participants.
Confidentiality. Participants were assured that identifying information would
not be made available to anyone directly involved in the study. Coded names
and password-protected audio recorders were used to ensure confidentiality.
Anonymity. The standard, which essentially means that the participant will
remain anonymous throughout the study, was strictly adhered to.

3. Results and Discussions

After the thorough and rigorous data explication and analysis, the researchers
examined the categories, themes, and findings from the product in the initial
data and narrowed her research to one core concept. After cutting out redun-
dancy, the researchers trimmed it down into six essential themes. The six themes
were drawn out from the interview, essay, and focus group discussion conducted
to each participant are: (a). Teacher’s Learning and Challenging Experiences; (b)
Factors of Teaching Subject Outside Specialization, (c) Challenges and Difficul-
ties Faced by the Teachers; (d) Teaching Strategies and Coping Up Mechanisms;
(e) Teacher’s Desirable Attributes in Teaching Subject Outside Specialization;
and, (f) Implications of Teaching Subject Outside Specialization.
THEME 1: LEARNING & CHALLENGING EXPERIENCES

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Findings revealed that teachers teaching outside specialization had learning &
challenging experiences. They were impacted positively & negatively. The re-
spondents were challenged. A challenge is a formal invitation or a summons to
action. The extent and complexity of challenges differ. According to the respon-
dents, they take challenges positively because they want to be engaged and cre-
ated an impact in the school.
The respondents were also stressed. A body’s response to a challenge or de-
mand is called stress. Stress can be beneficial in small doses, such as when it
helps you avoid danger or make a deadline. The respondents admitted that they
understood why they were anxious to educate outside of their area of expertise.
They used these experiences to strengthen themselves and prepare for the future,
as well.
Lastly, the respondents were pressured from the preparation to delivery of the
lesson. Interview revealed that their experiences made them more challenging, ver-
satile, patient, committed, creative, resourceful, and passionate. It was a win-win
situation.
THEME 2: FACTORS OF TEACHING OUTSIDE SPECIALIZATION
Lack of specialized teachers is the primary reason why there is out-of-field
teaching. This is due to the low number of enrollees in a school in which the
school couldn’t hire many teachers to teach the different subjects. This is be-
cause there is a student-teacher ratio being followed. There was an average of
1:40 ratio, 1 Teacher for every 40 students. In the Senior High School curricu-
lum, subjects every semester change, equally distributed to the available teachers.
THEME 3: CHALLENGES AND DIFFICULTIES FACED BY THE
TEACHERS
Teachers teaching outside their specialization face crucial issues and chal-
lenges. These challenges are mainly due to limited subject matter knowledge
(SMK) and influenced the teacher’s pedagogical content knowledge (PCK),
which is crucial in the preparation and actual teaching. They couldn’t generate
new activities, less creative, less confident, and followed the traditional method.
Teachers need to spend a lot of time and effort studying the subject’s content
and plan carefully on the activities suitable for the student’s abilities to ensure
learning.
THEME 4: TEACHING STRATEGIES AND COPING UP MECHANISMS
Out-of-field teachers are employing various teaching strategies and coping up
mechanisms. Based on the results, teachers often used active & participative ap-
proaches like reporting, group activity, role-playing, and board works. To sup-
plement the mastery of students’ subject matter, videos from YouTube were
downloaded and played in class. Guide questions were posted before the video
presentation, and discussion or sharing is done after. Technological integration
and hands-on exploration of ICT tools appeared to be more advantageous in
teaching subjects outside specialization.
THEME 5: TEACHER’S DESIRABLE ATTRIBUTES IN TEACHING

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SUBJECT OUTSIDE SPECIALIZATION

Commitment and passion are the names of the game. The teachers’ commit-
ment encompasses their willingness to accept and embrace the challenge of
teaching subjects outside specialization. This made them wholeheartedly took
the subject loads and taught as if it were their major. They saw the challenge as
an avenue for them to learn new things. Their passion led them to become more
resourceful, creative, versatile, flexible, adaptable & multi-faceted.
THEME 6: IMPLICATIONS OF TEACHING SUBJECT OUTSIDE
SPECIALIZATION
Teaching subject outside specialization is probably unavoidable and prevalent
to all issues, especially to schools categorized as small or medium. Teachers
teaching subjects outside discipline are hoping that teaching out-of-field subjects
would be temporary. Supposedly, expert teachers should handle Senior High
School students because they have a high level of intelligence and can sense if
they don’t know what they are teaching. This leaves teachers feeling exposed.
Despite the situation, teachers teaching subjects outside specialization remain
positive towards it. They just ask for some support and action regarding the is-
sue.

4. Conclusions and Recommendations

In general, the participants of this study described and expressed their experi-
ences in teaching subjects outside specialization. They were able to identify es-
sential factors that resulted in them teaching outside their area of specialization,
such as shortage of qualified teachers, the issue under load, subjects misalign-
ment, and staffing management. They face and embrace challenges encoun-
tered in teaching less familiar subjects in Senior High School like lack of
learning references, lack of training and support, lack of planning and prepa-
ration of lessons. Participants in this study developed various teaching tech-
niques and strategies specifically in Subject Matter Knowledge (SMK), Peda-
gogical Content Knowledge (PCK), and Technological Pedagogical Content
Knowledge (TPACK) to cope with the challenges and difficulties. This research
conveyed that the teacher’s attributes also influenced teaching performance and
capability in teaching out-of-field, personal, professional, and interpersonal
characteristics.
Furthermore, teachers’ lived experiences outside their specialization ex-
pounded and expressed the meaning of the essence of this study. Their experi-
ences manifested difficulties, challenges and negligence and became common
practice. An issue on quality education has been taken for granted hence, to be
remediated. Participants’ views, opinions, hopes, and desires were also solicited
to discuss its implications. The teaching and learning process in teaching
out-of-field is at stake and detrimental to the education system. When teachers
are misaligned, it is suggested that they should be put into proper assignments,
preferably to their unique, specialized subjects, and will be provided support.

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 A. G. E. Co et al.

Workshops and training must be provided to develop their competence and to

reduce the potential negative impact on teachers and learners. And soon, this
issue will be given focus and be remediated.
Additional research in these areas would provide supplemental data to sup-
port teachers’ lived experiences teaching outside specialization.

Conflicts of Interests
The authors declare no conflicts of interest.

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