Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 40 no. 8 (2025)

Challenges and Coping Strategies of Science Teachers Handling Non-Specialized Subjects

Grazel Magtulis | Siony Brunio

Discipline: Education

 

Abstract:

In modern education, science instruction has shifted toward an integrated curriculum that combines concepts from various disciplines, such as Physics, Chemistry, and Biology. As a result, science teachers, often trained in a specific field of expertise, are now embracing a broader scope of instruction to effectively deliver interdisciplinary lessons. This study explored the challenges science teachers encountered when handling non-specialized subjects and their strategies to cope with these challenges. The descriptive-correlational design explored the challenges and coping strategies of science teachers teaching non-specialized subjects in secondary schools in Bagumbayan, Sultan Kudarat. The respondents were the thirty-two (32) science teachers of secondary schools in Bagumbayan, Sultan Kudarat, for School Year 2024-2025. Science teachers encountered considerable challenges when teaching non-specialized subjects, particularly in terms of professional development and institutional support. The lack of school-based assistance and the need for innovative instructional strategies were the most pressing concerns, while confidence in delivering complex concepts was a moderate challenge. Among coping strategies, adaptive teaching methods and resourcefulness in instructional material development were the most commonly employed. Professional collaboration and continuous learning also played crucial roles in helping teachers navigate these challenges. Regression analysis indicated no significant direct relationship between challenges and coping strategies. However, teaching experience, specialization, and grade level taught showed a moderate positive correlation with the coping mechanisms used by educators. Proposed interventions such as teacher exchange programs, interdisciplinary training, and peer mentoring were identified as essential in strengthening instructional adaptability and support systems.



References:

  1. Afe, J. O. (2011). Reflections on Becoming a Teacher and the Challenges of Teacher Education. Inaugural lecture series 64. Benin City: University of Benin, Nigeria.
  2. Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132-169.
  3. Akubuilo, D.U. (2014). The effect of problem-solving instructional strategies on students’ retention in biology concerning Enugu State location. Journal of the Science Teachers Association of Nigeria, 24(1&2), 94- 100.
  4. Ali, A.R., Toriman, M.E. and Gasim, M.B. (2014). Academic Achievement in Biology with Suggested Solutions in Selected Secondary Schools in Kano State, Nigeria. International Journal of Education and Research Vol. 2 No. November 11 2014.215
  5. Appova, A., & Arbaugh, F. (2018). Teachers’ motivation to learn: Implications for supporting professional growth. Professional Development in Education, 44(1), 5–21.
  6. Avalos, B. (2021). Teacher professional development and the role of collaborative networks. Teaching and Teacher Education, 98, 103244.
  7. Ballone-Dura, L., Czerniak, C. and Haney, J. (2015). A study of the effects of a LSC projection scientists’ teaching practice and beliefs. Journal of Science Teacher Education. 16 (2) 159-184.
  8. Baraquia, L. (2022). Teachers’ coping strategies with the challenges in the department of education: A Phenomenological study. Panagdait Journal of Learning, Culture, and Educational Trends, pp. 2, 69–80. https://panagdait.sccpag.edu.ph/archives/
  9. Bayani, R. & Guhao, E. (2017). Out-of-field teaching: experiences of non-Filipino majors. International Journal of Education, Development, Society and Technology
  10. Bobbitt, S. & McMillen, M. (2015). Qualifications of the public-school teacher workforce: 2012-2013. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
  11. Booc, J., Sarno, H.J., Talon, N., & Ferrater, R.R. (2023). We are skilled teachers who describe the educational journey of Bachelor of Technology and Livelihood Education (BTEEd) students. Panagdait Journal of Learning, Culture, and Educational Trends, pp. 3, 1–16. https://panagdait.sccpag.edu.ph/current/volume-3- 2023/
  12. Boreham, N., & Morgan, C. (2004). A socio-cultural analysis of organizational learning. Oxford Review of Education, 30(3), 307–325. doi:10.1080/0305498042000260467
  13. Borko, H. (2004). Professional development and teacher learning: Mapping the Terrain. Educational Research, 33 (8), 3-15
  14. Bosse, M & Torner, G. (2014). The practice of out-of-field teaching in mathematics classrooms - a German case study. European Educational Research Association.
  15. Bauer, T., Schütte, K., & Kunter, M. (2023). Professional learning and teacher effectiveness: A study on teacher collaboration and instructional quality. Teaching and Teacher Education, 122, 103990.
  16. Caldis, S. (2017). Teaching “out of field”: Teachers have to know what they do not know.
  17. Campbell, T.S., Johnson, J.A., Zernicke, K.A. (2013). Cognitive Appraisal. In: Gellman, M.D., Turner, J.R. (eds) Encyclopedia of Behavioral Medicine. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-1005-9_1115
  18. Chetty, N. D. S., Handayani, L., Sahabudin, N. A., Ali, Z., Hamzah, N., Rahman, N. S. A., & Kasim, S. (2019). Learning Styles and Teaching Styles Determine Students’ Academic Performances. International Journal of Evaluation and Research in Education, 8(4), 610-615. https://eric.ed.gov/?id=EJ1238274
  19. Childs, A., & McNicholl, J. (2007). Science teachers teaching outside of subject specialism: challenges, strategies adopted and implications for initial teacher education. Teacher Development, 11(1), 1–20.
  20. Conley, S., & You, S. (2017). Key influences on special education teachers’ intentions to leave: The effects of administrative support and teacher team efficacy in a mediational model. Educational Management Administration & Leadership, 45(3), 521–540. https://doi.org/10.1177/1741143215608859
  21. Cruz, I. et. al (2017). Effects of out-of-field teaching of science subjects in the learning process of selected grade 10 students of Malabon National High School.
  22. Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council;
  23. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181–199.
  24. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
  25. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2022). The influence of professional development on instructional practices in diverse classrooms. Educational Leadership, 80(3), 12-19.
  26. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
  27. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2021). Effective teacher professional development. Journal of Teacher Education, 72(4), 450-467.
  28. DepEd Order No. 42, s. 2017. National Adoption and Implementation of the Philippine Professional Standards for Teachers.
  29. Desimone, L. M., & Garet, M. S. (2015). Best practices in teacher’s professional development in the United States. Psychology, Society, & Education, 7(3), 252-263.
  30. Desimone, L. M., Smith, T. M., & Phillips, K. J. (2020). Linking professional development to changes in teaching practices: A meta-analysis. Educational Researcher, 49(2), 93-106.
  31. Di Placito-De Rango, M. L. (2017). Situating the Post-Secondary Instructor in a Supportive Role for the Mental Health and Well-Being of Students. International Journal of Mental Health and Addiction, 16(2), 284–290. https://doi.org/10.1007/s11469-017-9740-4
  32. Drechsler, M. & Schmiat, H.J. (2005). Textbooks and teacher understanding of acid-base models used in chemistry teaching. Chemistry Education Research Practice, 6, 19-35.
  33. Eurydice, (2011). Science education in Europe: National policies, practices, and research.
  34. Gabel, D.L. (2010). Problem solving in chemistry. Retrieved from http://www.narst.org/publications/research/problem.cfm.
  35. Gallagher, M.W. (2012). Self-Efficacy, in Encyclopedia of Human Behavior (Second Edition).
  36. Gagnon, J.C., & Maccini, P. (2007). Teacher-reported use of empirically validated and standards-based instructional approaches in secondary mathematics. Remedial and Special Education, 28 (1), 43- 56.
  37. Glaze, A. L. (2018). Teaching and learning science in the 21st century: Challenging critical assumptions in post-secondary Science. Education Sciences, 8(1), 12.
  38. Graham, L. J., White, S. L. J., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190.
  39. Granger, M. (2016). Dimensions and modalities of inquiry-based teaching: Understanding the variety of practices. Education Inquiry, 7(4), 421–442. doi:10.3402/edui. v7.29863
  40. Granger, M., & Gray, P. (2008). Teaching as a collective activity: Analysis, current research, and implications for teacher education. Journal of Education for Teaching, 34(3), 177–189.doi:10.1080/02607470802212306
  41. Gregory, G., & Chapman, C. (2002). Differentiated instructional strategies: One size does not fit all. Thousand Oaks, CA: Corwin Press.
  42. Guskey, T. R. (2021). Professional learning and educational change: Research and practice. Teachers College Press.
  43. Guzman, D.F. (2015). Challenges of Science Teachers in the Philippines: 2014-2015. The Philippines. Copyright © 2015 | Municipality of Dinalupihan, Bataan.
  44. Hadji Abas, H. T., & Marasigan, A. P. (2020). Readiness of Science Laboratory Facilities of the Public Junior High School in Lanao Del Sur, Philippines. IOER International Multidisciplinary Research Journal, 2(2). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3606078
  45. Hansen, K. (2008). The curriculum workshop: A place for deliberative inquiry and teacher professional learning. European Educational Research Journal, 7(4), 487–500.
  46. Hanuscin, D. L., et al. (2021). Supporting the professional development of science teacher educators through shadowing. International Journal of Science and Mathematics Education, 19(1).
  47. Hargreaves, A., & Fullan, M. (2020). Professional capital: Transforming teaching in every school. Teachers College Press.
  48. Hattie, J., & Timperley, H. (2017). The power of feedback. Review of Educational Research, 77(1), 81-112.
  49. Haydon, T., Leko, M. M., & Stevens, D. (2018). Teacher Stress: Sources, Effects, and Protective Factors. Journal of Special Education Leadership, 31(2).
  50. Hayes, L., Lachlan-Haché, L., & Williams, H. (2019). 10 Mentoring and Induction Challenges in Rural Schools and How to Address Them. Center on Great Teachers and Leaders.
  51. Helliar, A. T., & Harrison, T. G. (2011). The role of school technicians in promoting Science through practical work. Acta Didactica Napocensia, 4, 15-20.
  52. Hirsh, S. (2006). Assessment inventory measures professional quality. National Staff Development Council, 27 (2), 63–64.
  53. Hobbs, L. (2020). Professional learning through peer observation and teacher exchange programs. Educational Review, 72(3), 356-372.
  54. Hobbs, L. (2022). Out-of-field teaching: Challenges and adaptive strategies in STEM education. Teaching and Teacher Education, 115, 103732.
  55. Hsu, J. L., & Goldsmith, G. R. (2021). Instructor strategies to alleviate stress and anxiety among college and university STEM students. CBE—Life Sciences Education, 20(1), es1.
  56. Ingersoll, R. M., & Strong, M. (2018). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 88(2), 198-232.
  57. Ingersoll, R. M., Merrill, L., & Stuckey, D. (2021). Out-of-field teaching and its consequences: Evidence from the Schools and Staffing Survey. Education Policy Analysis Archives, 29, 1-26.
  58. Ingersoll, R. M., & Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, 81(2), 201–233.
  59. Ingvarson, L., Meiers, M. & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes, and efficacy. Education Policy Analysis Archives, 13(10), 1-26.
  60. Jacobs, H. H. (2020). Interdisciplinary curriculum: Design and implementation. ASCD.
  61. Jenkins, R.A. (2005). Interdisciplinary instruction in the inclusive classroom. Teaching Exceptional Children, 37(5), 42–48.
  62. Johnson, R., Parker, T., & Williams, L. (2022). Teacher adaptability in non-specialized subjects: The role of experience and professional learning. Journal of Education Research, 45(3), 215-230.
  63. Kerr, K. (2016). Effective Teaching and Learning of Science in the Outdoors: A Blended Model.
  64. Kind, V. (2009). A Conflict in Your Head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self‐confidence. International Journal of Science Education, 31(11), 1529-1562.
  65. Kind, V., & Taber, K. (2005). Science: Teaching school subjects 11-19. London: Routledge.
  66. Koh, J. H. L., Chai, C. S., & Lim, S. H. (2023). Challenges and opportunities in technology-enhanced science teaching: A meta-analysis. International Journal of Science Education, 45(2), 220-238.
  67. Kola, A. & Sunday, O. (2015). A review of teacher self-efficacy, pedagogical content knowledge (PCK) and out-of-field teaching: focusing on Nigerian teachers. International Journal of Elementary Education
  68. Loughran, J. (2019). Pedagogical reasoning: The foundation of effective teaching. Educational Research Review, 28, 100282.
  69. Lepareur, C. and Grangeat M. (2018). Teacher collaboration’s influence on inquiry-based science teaching methods
  70. Loucks-Horsley, S., (1996). Principles of effective professional development for mathematics and science education: a synthesis of standards. NISE brief, 1 (1), n1.
  71. Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91(5), 822-839.
  72. McBurney, D., & White, T. L. (2009). Research methods. Belmont, CA: Wadsworth Cengage Learning.
  73. McPhail, G. (2021). Strengthening professional learning communities for out-of-field teachers: A case study approach. Educational Review, 73(4), 509-525.
  74. Mesler, R. M., Corbin, C. M., & Martin, B. H. (2021). Teacher mindset is associated with the development of students’ growth mindset. Journal of Applied Developmental Psychology, 76, 101299. https://doi.org/10.1016/j.appdev.2021.101299
  75. Miguel, Ison., Sharon, B.-L. (2020). (4) Opportunistic Science Teaching and Learning ‘Outside’ the Classroom.   doi: 10.1007/978-981-15-5155-0_5
  76. Mishra, P., & Koehler, M. J. (2021). Technological pedagogical content knowledge: A framework for integrating technology in teacher education. Journal of Educational Computing Research, 54(3), 261-282.
  77. Mizzi, D. (2013). The Challenges Faced By Science Teachers When Teaching Outside Their Specific Science Specialism. Acta Didactica Naocensia, 6, 44-46
  78. Mizzi, D. (2019). Teaching Science: Challenges Encountered when Teaching an Area Outside Science Specialism, University of Malta.
  79. Mizzi, M. (2021). (3) Supporting science teachers teaching outside specialism: teachers’ views of a professional development program. European Journal of Teacher Education, doi: 10.1080/02619768.2020.1793951
  80. Moyo, L., & Hadebe, L. B. (2018). The relevance of teacher education as a trajectory in developing and sustaining inclusivity in the digital classroom. European Journal of Open Education and E-learning Studies.
  81. Mulford, D.R., & Robinson, W.R. (2002). An inventory for alternate conceptions among first-semester general chemistry studies. Journal of Chemical Education, 79, 739-144.
  82. Naparan, G., Anto, I., & Villaver, A. (2023). Challenges and Coping Strategies of Science Teachers, Canadian Journal of Educational and Social Studies.
  83. Nelson, N. & Bramwell-Lalor, S. (2020). Implementing Student-Centred, Active-Learning Instructional Strategies in a Grade 10 Biology Classroom. International Journal of Research in Teacher Education (IJRTE).
  84. Nguyen, H., Zhang, Y., & Nguyen, H. T. (2023). Adaptive teaching strategies in response to teacher shortage and non-specialist teaching: A case study of secondary science education. International Journal of Science Education, 45(2), 189–207.
  85. Nixon, R. S., & Luft, J. A. (2015). Teaching Chemistry with a Biology Degree. In J.A. Luft & S.L. Dubios (Eds.), Newly Hired Teachers of Science: A Better Beginning (pp. 75–85). Rotterdam, Netherlands: Sense Publishers.
  86. Nonielyn, G., Villejo. (2024). (1) Effective teaching strategies: discourse from educators’ perspectives. EPRA International Journal of Environmental, economics, commerce, and Educational Management, DOI: 10.36713/epra17626
  87. Ogunmade, T. O. (2005). The Status and Quality of secondary science Teaching and learning in Lagos state, Nigeria. Unpublished PhD Thesis, Edith Cowan University, Western Australia
  88. Organization for Economic Co-operation and Development (OECD). (2021). Teachers and Leaders in Vocational Education and Training. OECD Publishing.
  89. Panela, T. L. V., & Deniega, J. P. M. (2021). Challenging the limitations: Lived experiences of college instructors in Calbayog City, Philippines. International Journal of Scientific Research, 7(9). shorturl.at/qzCNX
  90. Plessis, A. (2015). Effective education: Conceptualizing the meaning of out-of-field teaching practices for teachers, teacher quality, and school leaders. International Journal of Educational Research. Volume 72, 2015, Pages 89-102
  91. Ramirez, S. (2021). Employee performance management practices of the two higher education institutions in Pagadian city: basis for improving performance management functions. Panagdait Journal of Learning, Culture, and Educational Trends, pp. 1, 49–78.
  92. Rebucas, E. (2022). Experiences of science teachers teaching non–science subjects: A phenomenology study. International Journal on Studies in Education (IJonSE), 4(2), 130-140.
  93. Richter, D., Pant, H. A., & Kunter, M. (2023). Professional collaboration and teacher development: A longitudinal study on the effects of teacher networks on instructional quality. Teaching and Teacher Education, 126, 104004.
  94. Robert, A., & Rogalski, J. (2005). A cross-analysis of the mathematics teacher’s activity: An example in a French 10th-grade class. Educational Studies in Mathematics
  95. Sashi, P. (2021). Secondary Science Teachers’ Perspectives of Teaching outside Their Subject Specialization, Asia-Pacific Forum on Science Learning and Teaching, v21 n1 Article 4.
  96. Sethi, A. 2017. Learning in Communities: Understanding Communities of Practice in the Development Sector. Communities of Practice in development: a relic of the past or sign of the future? Knowledge Management for Development Journal 13(3): 4-21.
  97. Shaplin, E. (2014). Reconceptualizing out-of-field teaching: experiences of rural teachers in Western Australia. Australia Education Research. Educational Research Volume 56, 2014.
  98. Shing, C. L., Saat, R. M., & Loke, S. H. (2015). The knowledge of teaching – Pedagogical content knowledge (PCK). The Malaysian Online Journal of Educational Science, 3(3), 1-11.
  99. Shueler S., Winter B., Weißenrieder J., Lambert A., & Römer M. (2015). Characteristics of out-of-field teaching: teacher beliefs and competencies. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education.
  100. Shulman, L. (2023). Pedagogical content knowledge and its role in teacher adaptability. Journal of Educational Research, 125(2), 245-262.
  101. Sims, S., & Jerrim, J. (2020). The prevalence and consequences of out-of-field teaching in secondary schools. Educational Review, 72(4), 475–493.
  102. Singh, G., Mantri, A., Sharma, O., & Kaur, R. (2021). Virtual reality learning environment for enhancing electronics engineering laboratory experience. Computer Applications in Engineering Education, 29(1), 229–243.
  103. Smith, J., & Brown, K. (2021). Developing teacher resilience in out-of-field teaching: Insights from professional training programs. Educational Leadership Review, 38(2), 89-104.
  104. Suphasri, P., & Chinokul, S. (2021). Reflective practice in teacher education: Issues, challenges, and considerations. Faculty of Applied Arts, King Mongkut’s University of Technology North & Faculty of Education, Chulalongkorn University.
  105. Taber, K. (2002). Chemical misconceptions; prevention diagnosis and cure (Vol. 1), London: Royal Society of Chemistry.
  106. Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD.
  107. Umoinyang, U., Akpan, G., & Ekpo, I. (2011). Influence of out-of-field teaching on teachers” job performance. The Journal of the International Society for Educational Planning.
  108. UNESCO. (2022). Teacher content knowledge. International Institute of Educational Planning.
  109. Van Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27, 71-89.
  110. Vangrieken, K., Meredith, C., & Kyndt, E. (2022). Teacher collaboration: A review of theoretical perspectives and empirical evidence. Educational Research Review, 37, 100456.
  111. Wallace, C. S., & Priestley, M. R. (2017). Secondary science teachers as curriculum makers: Mapping and designing Scotland’s new Curriculum for Excellence. Journal of Research in Science Teaching, 54(3), 324–349.
  112. White, L. (2018). Peer support: A collaborative approach to teacher improvement. BU Journal of Graduate Studies in Education, 10(1).
  113. Williams, L., & Parker, M. (2023). The impact of collaborative learning communities on teacher adaptation to non-specialized instruction. International Journal of Teacher Development, 12(1), 33-50.
  114. Wood, C. (2006). The development of creative problem-solving in chemistry. Chemistry Education Research and Practice, 7, 96-113.
  115. Zhou, Y. (2012). Out-of-field teaching: a cross-national study on teacher labor market and teacher quality. Michigan University, United States of America.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic