Challenges and Coping Strategies of Science Teachers Handling Non-Specialized Subjects

In modern education, science instruction has shifted toward an integrated curriculum that combines concepts from various disciplines, such as Physics, Chemistry, and Biology. As a result, science teachers, often trained in a specific field of expertise, are now embracing a broader scope of instruction to effectively deliver interdisciplinary lessons. This study explored the challenges science teachers encountered when handling non-specialized subjects and their strategies to cope with these challenges. The descriptive-correlational design explored the challenges and coping strategies of science teachers teaching non-specialized subjects in secondary schools in Bagumbayan, Sultan Kudarat. The respondents were the thirty-two (32) science teachers of secondary schools in Bagumbayan, Sultan Kudarat, for School Year 2024-2025. Science teachers encountered considerable challenges when teaching non-specialized subjects, particularly in terms of professional development and institutional support. The lack of school-based assistance and the need for innovative instructional strategies were the most pressing concerns, while confidence in delivering complex concepts was a moderate challenge. Among coping strategies, adaptive teaching methods and resourcefulness in instructional material development were the most commonly employed. Professional collaboration and continuous learning also played crucial roles in helping teachers navigate these challenges. Regression analysis indicated no significant direct relationship between challenges and coping strategies. However, teaching experience, specialization, and grade level taught showed a moderate positive correlation with the coping mechanisms used by educators. Proposed interventions such as teacher exchange programs, interdisciplinary training, and peer mentoring were identified as essential in strengthening instructional adaptability and support systems.