by: Lilia S. Crisostomo
ABSTRACT
This qualitative research explored the lived experiences of newly-hired senior high school teachers in Bataan who were assigned to teach subjects beyond their specialization during the COVID-19 pandemic. Through a thematic analysis of participant responses gathered via open-ended questionnaires, the study sought to uncover the challenges, coping strategies, and professional growth encountered by teachers as they navigated out-of-field teaching assignments.
Findings revealed that teachers initially experienced anxiety, uncertainty, and lack of confidence due to unfamiliar subject content and pressure to maintain classroom credibility. Despite these challenges, the participants demonstrated adaptability by engaging in self-directed learning, consulting peers, and utilizing digital resources. Over time, many of them reported enhanced versatility, content knowledge, and personal growth. However, the lack of institutional support, such as targeted seminars and mentoring, emerged as a significant concern.
The study concludes that while teachers possess the capacity to adapt to non-specialist assignments, proper support systems are crucial to ensure both effective teaching and teacher well-being. It recommends subject-specific training, access to materials, and strategic teacher deployment as essential measures to support educators handling roles beyond their field of expertise.
Keywords: newly-hired teachers, lived experiences, out-of-field teaching, specialization, pandemic education, qualitative research
Citation & Access:
This article is archived and citable via DOI:
Bughaw Review 
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