Exploring Elementary Teachers’ Perspective in Teaching Subjects Outside their Area of Specialization (AOS): Challenges and Strategies

Abstract

This study explored the lived experiences of elementary Master Teachers holding a Bachelor in Elementary Education (BEEd) degree as they taught subjects outside their area of specialization (AOS). Using a qualitative narrative research design with a biographical-narrative approach, the study focused on three Master Teachers from public elementary schools in Malungon, Sarangani, each specializing in different fields. Participants were selected through snowball sampling to capture diverse perspectives. Data were collected through one-month classroom observations and in-depth interviews, then analyzed using restorying. The results revealed that despite their lack of formal training in Music, the Master Teachers showed strong perseverance, adaptability, and a commitment to student learning. They effectively used multimedia tools, recycled materials, and culturally relevant songs to make lessons engaging and accessible. Grounded in Bandura’s theory of self-efficacy, the study emphasizes that effective teaching goes beyond content mastery and highlights the need for systemic support, proper subject- teacher alignment, and continuous professional development to ensure quality education.