Abstract
This study investigates the prevalence, challenges, support mechanisms, and impact of out-of-field (OOF) teaching in public senior high schools within the rural municipality of Lambayong, Sultan Kudarat, Philippines. Addressing a gap in quantitative research on OOF teaching in specific rural contexts, this research aimed to (1) determine the extent of OOF teaching, (2) explore the challenges faced by affected educators, (3) assess the effectiveness of existing support mechanisms, and (4) examine the relationship between teaching assignments and job satisfaction. Employing a descriptive-correlational design, data were collected from 62 teachers in Lambayong's public senior high schools, gathering information on teacher qualifications, teaching assignments, perceived challenges, and job satisfaction levels. The study revealed that 33.9% of teachers were assigned to subjects outside their area of expertise, with core science subjects most frequently taught OOF (14.29%). While OOF teachers generally did not report feeling unprepared, neutrality in responses regarding classroom management support suggests room for improvement in administrative support. Independent samples t-tests revealed a statistically significant difference in job satisfaction between in-field teachers (M = 3.89, SD = 0.72) and OOF teachers (M = 3.37, SD = 0.80), (t (60) = 2.15, p = .035), indicating that teaching inside the field has increased satisfaction. These findings underscore the multifaceted challenges posed by OOF teaching in Lambayong, with implications for educational quality. Recommendations include targeted teacher recruitment and retention strategies, equitable resource allocation, sustained professional development for OOF teachers, and revised human resource allocation policies to minimize OOF assignments.
