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Abstract
This study aimed to explore and understand the endeavors of out-of-field junior high school teachers in teaching non-specialized subjects. The Husserlian descriptive phenomenology method was employed in the study. Purposive sampling was used and there were 15 conversational partners interviewed. Their responses were transcribed and analyzed thematically. The findings revealed the six themes that emerged from their responses: Mixed Impressions, Notable Reasons for Subject Assignment, Serious Challenges, Self-learning and Coping Strategies, Profound Learning Experiences, and Review of Human Resource Policies and Procedures. Based on the results of the study, the researcher found out that teachers have mixed impressions towards out-of-field teaching, but as teacher they are expected to teach and be flexible. It was revealed from their responses that they encountered struggles and felt depressed, stressed and had low self-esteem in teaching. Despite the struggles they encountered, it provided opportunity for teachers to develop innovativeness to cope with challenges in certain task. It can be concluded that self-doubt and lack of confidence of teachers in out-of-field teaching are not considered hindrances in honing the learners but an opportunity to learn outside the teachers teaching comfort zones.
