A phenomenological study of out-of-field general physics teachers in Caraga, Philippines: exploring challenges and experiences in teaching practice

Abstract

In the Philippines, the increasing interest in science, technology, engineering, and mathematics (STEM) highlights the need for qualified teachers with relevant expertise. However, a shortage of physics teachers often forces educators to teach general physics outside their specialization, compromising instructional quality and contributing to the country’s low performance in the Program for International Student Assessment (PISA). While previous studies examined out-of-field teaching in STEM, its impact on teaching general physics remains underexplored. This study explored the experiences, coping mechanisms, and insights of 10 out-of-field general physics teachers in the Caraga Region using a phenomenological approach. Thematic analysis revealed nine key themes: reliance on ready-made modules, intensive lesson preparation, the utility of weekly lesson plans, employing strategies to motivate students, and challenges in achieving learning goals, institutional and peer support, teaching outside their specialization offered opportunities to acquire new knowledge and skills, flexibility, passion, and dedication to the profession also enabled teachers to cope effectively, and participants recommended assigning general physics to qualified educators and providing content-focused training for out-of-field teachers. The findings underscore the need for targeted policies and support systems to address out-of-field teaching and its implications for STEM education, ensuring high-quality instruction and better student outcomes.