Investigating the perceptions of self‐efficacy of in‐field and out‐of‐field home economics teachers

Abstract Out‐of‐field teaching is a strategy employed to address global teacher shortages. This study compares Australian in‐field and out‐of‐field teacher effectiveness perceptions when teaching home economics. An online survey ( N = 194) identified statistically significant findings that negatively impact the subject, teachers, and students: in‐field teachers report they are more effective than out‐of‐field teachers, while out‐of‐field teachers claim they are equally effective; in‐field and out‐of‐field teachers report declines in self‐efficacy and well‐being when teaching out‐of‐field; out‐of‐field teachers use narrower subject skills, safety, and knowledge. Professional learning, skill development, resource provision, support/mentoring, planning time, and strategic hiring are suggested to address out‐of‐field teaching challenges.