Teachers handling multiple subject areas: Difficulties and adaptive attributes in the delivery of instructions

Abstract

The adoption of K–12 program wanted to produce better proficient pupils with the skills needed for both job and lifetime study. Though the Department of Education (DepEd) emphasized the need for many teachers, issues like the number of students enrolled in the program and the subjects that require specialized instruction tend to increase. Instructors end up teaching subjects other than their area of expertise, which is a problem that schools all around the country are still facing today. This qualitative-phenomenology study carried out a small-scale interview that investigated the challenges faced by teachers who had to teach multiple subject areas. Teachers (n=8) were purposively sampled according to their subject areas. Thematic analysis indicated that teachers were troubled of teaching multiple subject areas because of the preparation process they need to consider, the difference in teaching materials and even their teaching methods matter. Some noted that the process was not effective because the subject mastery was insufficient. These have major implications in education in the Philippines especially it was a common practice to give teaching loads to teachers having competence beyond their area of expertise. This highlighted the need to reevaluate teaching assignments and strategies for professional development to ensure that educators have the necessary competence to effectively teach in different subject areas.