Out-of-Field Social Studies Teaching in General Santos City: Challenges, Coping Strategies, and Innovative Curriculum Practices

Abstract

This study investigated the challenges, coping strategies, and innovative practices of out of field teachers assigned to teach Social Studies in District 4 of General Santos City. The problem addressed was the mismatch between teachers’ specialization and subject assignment, which often undermines confidence, preparation, and instructional quality. The objective was to explore how these teachers navigate curriculum delivery and how their experiences shape professional growth, learner outcomes, and teaching perspectives. A qualitative design using transcendental phenomenology was employed, with data collected through semi structured interviews from ten purposively selected secondary teachers. Thematic analysis of significant statements yielded sixteen emerging themes that captured the complexity of their experiences. Findings revealed that teachers encountered substantial challenges in content mastery, extended preparation, inadequate resources, and emotional strain, compounded by institutional constraints such as limited training and outdated materials. To address these difficulties, they engaged in professional learning through independent study, seminars, and collaboration, while integrating technology and adopting student centered strategies. Innovative practices such as contextualized teaching, storytelling, bilingual instruction, and culture based pedagogy enriched classroom delivery and sustained learner engagement. These coping mechanisms not only mitigated instructional gaps but also fostered professional growth, enhancing teachers’ confidence, adaptability, and resilience. Overall, the study concludes that while out of field teaching in Social Studies is demanding and inequitable, it can also be transformative, reshaping teacher identity and enabling creativity. The results underscore the need for strengthened professional development, mentoring systems, and institutional support to sustain teacher competence and ensure effective Social Studies instruction.