Abstract
This study identified and described the challenges and coping strategies of non-specialized Biology teachers in selected secondary schools in the Third Congressional District of Quezon. Data was collected from non-specialized Biology teachers selected through non-probability sampling, specifically, total population sampling. A self-made survey questionnaire was used and distributed to the respondents through Google Forms. The data gathered was analyzed using frequency, percentage, and mean. Meanwhile, a Two-Way ANOVA with a 0.05 significance level was used to determine the significant differences in the challenges and coping strategies of non-specialized Biology teachers when grouped according to profile. The study found no significant difference in the challenges and coping strategies of non-specialized Biology teachers in selected secondary schools in the Third Congressional District of Quezon. This conclusion holds regardless of teaching methods and strategies, knowledge and expertise in the subject area, hands-on Biology experiments, or the use of English as the medium of instruction. This means that regardless of their personal or professional background, these teachers tend to experience similar challenges in teaching Biology. Therefore, a proposed training plan was designed to encourage and facilitate a meaningful intervention program for non-specialized Biology teachers- by equipping them with foundational scientific knowledge, teaching strategies, and classroom resources required to teach Biology for the secondary learners effectively.
