English Teachers Handling Other Subjects: A Phenomenological Study

Michael  B. Garcia,; Daniela Alexis  M. Gueta,; Deborah Ruth  G. Javier,; Jayson  C. Julaton,; Jenika  S. Advincula,; Lloyd  M. Fernandez,; Trisha  L. Asuncion,

English Teachers Handling Other Subjects: A Phenomenological Study

Discipline: Education

Abstract:

This phenomenological qualitative research study explored the lived experiences of English teachers in Urdaneta City who were assigned to teach non-English subjects. Using the census sampling method, all four English teachers handling out-of-field assignments participated in semi-structured interviews. The study aimed to examine the challenges encountered, instructional adjustments, strategies developed, and the effects of these assignments on their professional growth. Data were thematically analyzed, revealing significant challenges in content mastery, lesson preparation, and adapting to subject-specific terminologies, often resulting in stress and self-doubt. To address these challenges, teachers employed strategies such as simplifying complex topics, integrating digital tools, collaborating with peers specializing in the assigned subjects, and adopting student-centered techniques. While these strategies maintained classroom engagement and learning continuity, some participants reported overreliance on English-based approaches, which occasionally limited depth and specificity in teaching non-English content. Despite these limitations, the experience fostered professional growth among participants. Teachers reported enhanced resilience, empathy for learners, self-awareness, and a more substantial commitment to reflective practices, contributing to their lifelong learning and improved student relationships. The study concluded that while out-of-field teaching assignments posed difficulties in instructional alignment, they also catalyzed adaptability and personal growth. Recommendations include providing targeted professional development programs, peer mentoring opportunities, and policy reforms to align teacher qualifications with subject assignments. The study also advocates for institutional support systems, such as accessible resources and training programs, to equip teachers for mismatched roles while ensuring quality education. These findings emphasize the importance of addressing the professional challenges of English teachers handling other subjects to enhance their instructional effectiveness and sustain educational outcomes in diverse teaching contexts.

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