TEACHING NON-SPECIALIZED SUBJECTS: CHALLENGES AND COPING STRATEGIES OF PRIVATE HIGH SCHOOL TEACHERS IN PILA, LAGUNA

Abstract

This study investigated the challenges encountered by private high school teachers in Pila, Laguna who were assigned to teach subjects beyond their field of specialization, as well as the coping strategies they used to manage these demands. Utilizing a descriptive-comparative research design, data were gathered from teachers across several private schools through a validated questionnaire. The respondents represented diverse backgrounds in terms of age, gender, and teaching experience. Findings showed that teachers generally experienced a moderate level of difficulty when handling subjects outside their specialization. Challenges were most evident in aspects such as teaching competence, content mastery, and pedagogical knowledge. Among the specific difficulties reported, the preparation of lesson plans and instructional materials for unfamiliar subjects emerged as the most demanding task. Despite these challenges, teachers demonstrated strong adaptability. They frequently employed a range of coping strategies, including problem-focused approaches, avoidance mechanisms, supportive methods, and adaptive techniques, allowing them to navigate the requirements of non-specialized teaching assignments effectively. Further analysis revealed that challenges related to content mastery, teaching competence, and pedagogical knowledge had a significant influence on the types of coping strategies teachers adopted. This relationship underscores the importance of equipping teachers with adequate support when they are required to teach beyond their specialization. The study concluded that, while teaching outside one’s expertise poses notable challenges, private school teachers in Pila remain resilient and resourceful. It recommended the implementation of targeted professional development programs, strengthened mentoring systems, and recognition initiatives to enhance teachers’ competence, confidence, and motivation when handling non-specialized teaching tasks.