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Research Article

Lived Experiences of Out-of-Field Public School Science Teachers: A Qualitative Research

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Jessa Joy Ambroce , Susie Daza
Psych Educ Multidisc J, 2025, 36 (10), 1172-1200, DOI: https://doi.org/10.70838/pemj.361010, ISSN 2822-4353
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Abstract

Teaching out-of-field subjects presents a unique blend of challenges and opportunities for science teachers, significantly shaping their professional experiences and practices. Each teacher’s journey is marked by an interplay of joys, struggles, and adaptive strategies. This study explored the lived experiences of science teachers teaching out-of-field subjects, focusing on their joys, satisfaction, fulfillment, challenges, adaptive strategies, and aspirations. Conducted among science teachers in public secondary schools in the Division of Sultan Kudarat, the research utilized a transcendental phenomenological design to capture the essence of their experiences. Data were systematically collected through validated interview guides, consent forms, and transcription protocols. Thematic analysis revealed 17 relevant themes. Five core themes encapsulated the teachers’ experiences: The Trials of Teaching Beyond Your Field, Preparation is the Heart of Adaptation, The Power of Supportive Communities, Growth Beyond Boundaries, and Bridging Theory and Practice. Teachers’ joys and fulfillment were reflected in themes such as The Joy of Student Success, Turning Challenges into Triumphs, and Growth Through Connection. Challenges were highlighted through themes like Mastering the Material and Lesson Prep Struggles, Resource Hurdles and Instructional Innovation, Classroom Harmony and Student Interaction, and Teaching Evolution and Skill Enhancement. Adaptive strategies revolved around Dynamic Teaching Practices and Collaborative Growth, while future aspirations emphasized Building Future Careers, Embracing Teaching Challenges, and Commitment to Lifelong Learning and Teamwork. This study provides a comprehensive understanding of science teachers’ experiences in teaching out-of-field subjects, unveiling their trials and triumphs. The findings informed the creation of a professional development program designed to equip teachers with strategies, tools, and support to enhance their resilience and effectiveness in out-of-field teaching.

Keywords phenomenology experiences Science Teachers teaching out-of-field
Authors 2
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The team behind this paper

2 authors, 2 institutions.

This paper Maligaya National High School Department of Education — Philippines Maligaya National High … 1 author Sultan Kudarat State University — Philippines Sultan Kudarat State Un… 1 author Jessa Joy Ambroce — corresponding author JA Jessa Joy Ambroce ✉ Susie Daza SD Susie Daza

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1,932 reads over 18 months.

May 2025 October 2026

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Closest of 192 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

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Jessa Joy Ambroce 0xC94817…6D3986 450,000 (45%)
Susie Daza 0x8a4d4B…2C9a49 450,000 (45%)
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Bibliographic Information

Jessa Joy Ambroce, Susie Daza, (2025). Lived Experiences of Out-of-Field Public School Science Teachers: A Qualitative Research, Psychology and Education: A Multidisciplinary Journal, 36(10): 1172-1200
Bibtex Citation
@article{jessa_joy_ambroce2025pemj,
author = {Jessa Joy Ambroce and Susie Daza},
title = {Lived Experiences of Out-of-Field Public School Science Teachers: A Qualitative Research},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2025},
volume = {36},
number = {10},
pages = {1172-1200},
doi = {10.70838/pemj.361010},
url = {https://scimatic.org/index.php/show_manuscript/5099}
}
APA Citation
Ambroce, J.J., Daza, S., (2025). Lived Experiences of Out-of-Field Public School Science Teachers: A Qualitative Research. Psychology and Education: A Multidisciplinary Journal, 36(10), 1172-1200. https://doi.org/10.70838/pemj.361010

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