ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— The Philippine Senior High School (SHS) program emphasizes specialized learning tracks requiring qualified teachers with subject-matter expertise. However, the persistent global issue of specialization mismatch or “out-of-field” teaching, where teachers handle subjects outside their specialization due to shortages, potentially compromises program quality. This phenomenological study investigated the lived experiences, challenges, and coping mechanisms of mismatched teachers in Senior High School of Palapag I District, DepEd Northern Samar Division. Ten SHS teachers teaching subjects outside their specialization with minimum three years experience participated in in-depth interviews. Data were analyzed using Colaizzi’s Phenomenological Thematic Analysis Model. Findings revealed nine emergent themes in lived experiences: adaptation and preparation, continuous personal and professional growth, collaboration and student-centered learning, rewards and satisfaction, various emotions in teaching, flexibility and exploration, ambiguity and confusion, validation, and support and mentorship. Five challenges emerged: preparation and time management, knowledge and resource limitations, student engagement and confidence issues, increased workloads and stress, and instructional effectiveness concerns. Eight coping mechanisms were identified: seeking guidance and mentorship, personal and professional development, utilizing resources and technology, planning and preparation, adopting effective teaching strategies, maintaining positive mindset and reflection, open communication and collaboration, and engaging with broader educational communities. A competency alignment program was proposed to address these challenges and enhance mismatched teachers’ effectiveness. Keywords — Out-Of-Field Teaching, Mismatched Teachers, Lived Experiences, Challenges Encountered, Coping Mechanisms, Senior High School, Phenomenological Inquiry, Teacher Specialization