Abstract
This study investigates the challenges faced by teachers assigned to teach non-major subjects in public junior and senior high schools in Mabinay District 1. It seeks to determine the underlying reasons behind such assignments and examine the extent of challenges encountered in terms of assessment procedures, pedagogical knowledge, curriculum knowledge, content mastery, and instructional strategies. Using a quantitative descriptive research design, data were gathered from 73 teachers across five schools through a structured questionnaire. Statistical tools such as percentage, weighted mean, and chi-square were used to analyze responses. Findings reveal that a significant number of teachers handle subjects outside their specialization due to administrative decisions, teacher shortages, and the expectation of teacher adaptability. The most prominent challenges include difficulty in designing appropriate assessments, mastering unfamiliar subject content, and staying updated with curriculum changes. However, results indicate that teachers' profiles—such as age, gender, and years of experience—do not significantly influence the extent of challenges faced, except for their highest educational attainment. The study recommends targeted interventions, such as specialized training programs, professional development workshops, and stronger collaboration between teachers and subject specialists. Moreover, education policymakers should prioritize hiring teachers based on subject specialization to enhance teaching effectiveness. Ensuring proper teacher placement and continuous capacity-building initiatives will contribute to improved instructional quality and student learning outcomes.
