Abstract
Teaching outside one’s specialization poses a significant challenge in the Philippine education sector, with the Department of Education (DepEd) reporting 7,343 Senior High School (SHS) teachers assigned to non-specialized subjects during S.Y. 2017–2018. This quantitative study assessed the capability levels and core behavioral competencies of teachers in such assignments, aiming to provide insights for targeted interventions. Using a descriptive-correlational design, data were collected through a modified survey questionnaire from 128 purposively selected SHS teachers. Descriptive statistics, including mean and standard deviation, were employed to evaluate capability and competency levels, while the Kruskal-Wallis test analyzed differences across demographic profiles, and the Spearman rho assessed relationships between variables. Results revealed that teachers demonstrated high capability levels and proficient core behavioral competencies, indicating their adaptability despite the mismatch in teaching assignments. Statistical tests found no significant differences in capability across demographic groups and no significant relationship between capability levels and core behavioral competencies. These findings suggest that while teachers possess the necessary skills and behaviors to adapt to non-specialized assignments, further support is essential to enhance their effectiveness. In response, the study proposed the Enhancing Teachers’ Ability to Teach Non-Major Subjects program, focusing on professional development to address the identified gaps. This program aims to empower teachers to deliver quality instruction, contributing to improved outcomes in the Philippine education system.
