Navigating Subject-Specialization Mismatch: The Lived Experiences of Arabic Education Graduates in Non-Arabic Classrooms

Purpose This study explored the experiences and challenges faced by Arabic Education graduates assigned to teach non-Arabic subjects in Bongao, Tawi-Tawi, Philippines. Specifically, it examined how subject-taught mismatches affect teaching effectiveness and student learning outcomes. Methodology Employing a qualitative case study design, the researchers conducted in-depth interviews with seven (7) Arabic Education graduates who are Licensed Professional Teachers currently teaching non-Arabic subjects in public elementary and secondary schools in Bongao, Tawi-Tawi. Participants were selected through purposive sampling based on specific criteria, including graduation from a Bachelor of Science in Teaching Arabic programme, holding a valid LPT certificate, and having at least one year of experience teaching non-specialized subjects. Data were collected through semi-structured face-to-face interviews and analyzed using thematic analysis. Findings Subject-taught mismatch emerged as the most critical challenge, with participants reporting difficulties in lesson planning, reduced confidence, and ineffective instructional strategies due to inadequate subject knowledge. Teachers identified five major challenges: common professional struggles, including multitasking roles and self-efficacy issues; lack of professional development and training opportunities; subject and curriculum misalignment; inadequate teaching resources and materials; and a mismatch between LPT certification and educational background. The mismatch significantly influenced teaching effectiveness through poor teaching strategies, negative student learning outcomes, weak support systems and collaboration, unfavorable classroom and school environments, and teachers' perspectives revealing systemic flaws requiring administrative intervention. Implications This study underscores the urgent need for policy interventions, including strict adherence to the Magna Carta for Public School Teachers in assigning teachers based on specialization, targeted professional development programs, alignment of the Licensure Examination for Professional Teachers (LEPT) examinations with specialized curricula, and enhanced collaboration between educational institutions and school administrators. Addressing subject-taught mismatches is essential for improving instructional quality and student achievement in schools facing teacher specialization challenges, particularly in the Bangsamoro region.