Lived Experiences of Social Studies Teachers Handling National Mathematics Program: Basis for Professional Training Intervention Program

As a social studies teacher, I’ve devoted my career to helping students explore the complexities of history and society, encouraging meaningful discussions that link the past to the present. Mathematics, with its numbers and formulas, always felt like a separate world from my area of expertise. However, with recent shifts in educational priorities and a shortage of math teachers, I unexpectedly found myself stepping into the unfamiliar territory of teaching mathematics. This transition not only pushed me to rethink my teaching approaches but also highlighted the urgent need for professional development that supports educators adapting to new roles. The issue of teachers instructing subjects outside their areas of expertise, known as out-of-field teaching, is a significant concern globally. This practice often arises due to teacher shortages or mismanagement, leading educators to teach subjects for which they lack formal training. Out-of-field teaching is widespread across various education systems. For instance, the 2018 Teaching and Learning International Survey (TALIS) reported that in at least 40 education systems, over 10% of lower secondary science and mathematics teachers lacked formal education or training in these subjects. In countries like Georgia and Saudi Arabia, fewer than 60% of science and mathematics teachers had received training in their respective subjects. In the United States, data from the 1990-91 Schools and Staffing Survey indicated that approximately 25% of public school students enrolled in mathematics classes in grades 7-12 were taught by teachers without at least a minor in mathematics or mathematics education. A report by the Second Congressional Commission on Education (EDCOM 2) revealed that 62% of public high school teachers are teaching subjects they did not major in during college. This widespread mismatch indicates that many educators, including history teachers, are assigned to teach mathematics and other subjects outside their specialization. A study at Sultan Kudarat State University-Laboratory Science High School explored the effectiveness of such approaches, indicating a commitment to enhancing teaching methodologies and potentially supporting teachers transitioning to new subject areas. ​Addressing the issue of out-of-field teaching in Sultan Kudarat requires ongoing professional development, strategic teacher deployment, and the implementation of innovative teaching methods to ensure educators are well-equipped to deliver quality education across all subjects. The Department of Education (DepEd) has organized training programs aimed at enhancing teachers’ competencies in specific subjects. For instance, the DepEd Division of Tacurong City, within Sultan Kudarat, conducted a Division Training for Grade 4-6 Teachers focusing on mathematics instruction through pedagogical strategies. Such initiatives aim to equip teachers with the necessary skills to effectively teach subjects outside their original specialization. Recent studies highlight that out-of-field teaching often results in reduced instructional quality and lower student performance, especially in high-cognitive-demand subjects like mathematics (Ghasemian & Pourrajab, 2023). Teachers without formal training in mathematics typically struggle with deep content understanding, pedagogical content knowledge (PCK), and classroom confidence—factors that are essential for effective math instruction (Hill, Ball, & Schilling, 2022). There is a lack of research specifically investigating the lived experiences of Social Studies teachers assigned to teach mathematics under the National Mathematics Program (NMP). Existing studies do not adequately capture their emotional challenges, instructional adjustments, coping mechanisms, or professional growth needs, nor have these experiences been systematically used to inform the design of targeted, practice-based professional training programs. This study explores the lived experiences of Social Studies teachers handling the NMP at Isulan National High School. It aims to examine their competency skills, challenges, and coping mechanisms to provide insights for developing a professional training program tailored to their needs. By addressing these demands, this research seeks to improve teachers’ performance and enhance the overall success of the NMP