2026 IJRSE – Volume 15 Issue 20
Available Online: 20 September 2026
Author/s:
Mongen, Justine Joy C.*
Benguet State University, Philippines (mongenjustinejoyc.28@gmail.com)
Pascua, Jaycile C.
Benguet State University, Philippines (pascuajaycile1400@gmail.com)
Galingan, Kris Jane E.
Benguet State University, Philippines (krisjanegalingan@gmail.com)
Maliones, Nelia A.
Benguet State University, Philippines (nelia.apilis113@gmail.com)
Cortez, Mark Harvin R.
Aurora State University, Philippines (markharvincortez@ascot.edu.ph)
Abstract:
This study examined the challenges, coping strategies, and impacts of teaching outside one’s subject expertise. The research aimed to understand how teachers manage instructional responsibilities beyond their area of specialization and how these experiences affect both teaching and learning outcomes. A qualitative research design was employed, utilizing semi-structured interviews with seven teachers handling subjects outside their field of expertise. The collected data were analyzed using thematic analysis within a phenomenological framework to capture the lived experiences of the participants. Findings revealed several key challenges, including weak cognitive foundations of learning, insufficient pedagogical knowledge and skills, limited skill competence, declining teacher wellness, and inadequate administrative support. To address these challenges, teachers adopted various coping strategies such as thorough preparation and planning, the use of diverse instructional approaches, focus on curriculum and learning goals, resourcefulness in utilizing available materials, student-centered focus, and effective use of non-verbal communication. The implementation of these strategies resulted in both positive and negative impacts on educational stakeholders. Positive outcomes included improved teaching skills, enhanced student engagement, and well-rounded knowledge in non-specialized subject areas. However, negative effects were also evident, such as increased mental and emotional strain among teachers, lower academic performance among students and expertise becomes outdated. Overall, the study highlights the need for adequate support systems and professional development opportunities to assist teachers assigned outside their specialization and to ensure quality education.
Keywords: bridging, knowledge gap, strategies, supporting teachers, subject expertise
DOI: https://doi.org/10.5861/ijrse.2026.26410
Cite this article:
Mongen, J. J. C., Pascua, J. C., Galingan, K. J. E., Maliones, N. A., & Cortez, M. H. R. (2026). Bridging the knowledge gap: Strategies for supporting teachers instructing outside their subject expertise. International Journal of Research Studies in Education, 15(20), 143-160. https://doi.org/10.5861/ijrse.2026.26410
* Corresponding Author