COMPETENCIES AND CHALLENGES OF OUT OF FIELD TEACHERS ENROLLED IN MAED SOCIAL SCIENCE PROGRAM BASIS FOR POLICY FORMULATION

Abstract

This descriptive-correlational study aimed to examined the competencies and challenges of out-of-field teachers enrolled in the Master of Arts in Education major in Social Science Program at Isabela State University, Main Campus. Results show that Out-of-field teachers enrolled in the MAED Social Science Program generally possess adequate self-assessed competencies across all three domains. Their strongest competency domain is communication and interaction skills, reflecting their capacity to connect with and engage students effectively. Pedagogical skills were also rated highly, indicating that teachers have developed sound instructional strategies through experience and graduate study. Subject knowledge, while acceptable, remains the relatively weakest domain, highlighting the inherent challenge that out-of-field assignment poses in terms of content mastery. Professional development opportunities represent the most pressing challenge among out-of-field teachers. There is no significant correlation between the self-assessed competencies of out-of-field teachers and the challenges they encounter in teaching. It recommends that Administrators of the MAED Social Science Programs may adopt the Policy Recommendation as an output of this study. Graduate School Administrators should institutionalize a system of competency self-assessment at the point of admission and at regular intervals throughout the program Policy-level interventions should address the systemic dimension of out-of-field teaching challenges. Funding for targeted professional development programs, updated instructional resources, and technology infrastructure should be prioritized for schools where out-of-field teaching is prevalent.