Out-of-Field Teaching and Self-Efficacy: Its Influence to Teachers’ Job Satisfaction

This study investigated the influence of out-of-field teaching and teachers’ self-efficacy on teachers’ job satisfaction among public secondary school teachers in Iligan City, Philippines. Utilizing a descriptive-correlational research design, the study surveyed 108 Junior and Senior High School teachers from three selected public secondary schools. The research aimed to determine how teaching subjects beyond one's specialization influenced teachers perceived competence and overall job satisfaction. Findings revealed that while teachers demonstrated high levels of classroom management and lesson planning capabilities, they expressed lower confidence in content mastery and assessment strategies related to out-of-field subjects. Most respondents occupied entry-level positions and held Bachelor’s degrees, with limited professional advancement and specialization. Despite these challenges, participants reported generally high job satisfaction, attributed mainly to supportive colleagues and autonomy in instruction. Spearman’s rho correlation analysis revealed significant positive relationships between job satisfaction and variables such as subject matter mastery, classroom management, student assessment, and self-efficacy dimensions including self-confidence, teaching performance, and resource management. Linear regression further identified self-confidence and resource management as the strongest predictors of job satisfaction. Grounded in Maslow’s Hierarchy of Needs, Bandura’s Self-Efficacy Theory, and Herzberg’s Two-Factor Theory, this study emphasized the need for institutional support, targeted professional development, and strategic policy interventions to empower teachers in out-of-field roles. The findings served as a foundation for crafting responsive action plan that aimed at enhancing teacher efficacy, boosting morale, and ensuring quality education in public secondary schools.