TEACHING NON-SPECIALIZED SUBJECTS: CHALLENGES AND COPING STRATEGIES OF PRIVATE HIGH SCHOOL TEACHERS IN PILA, LAGUNA

Abstract This study investigated the challenges encountered by private high school teachers in Pila, Laguna who were assigned to teach subjects beyond their field of specialization, as well as the coping strategies they used to manage these demands. Utilizing a descriptive-comparative research design, data were gathered from teachers across several private schools through a validated questionnaire. The respondents were 55 private high school teachers. Findings showed that teachers generally experienced a moderate level of difficulty when handling subjects outside their specialization. Challenges were most evident in aspects such as teaching competence, content mastery, and pedagogical knowledge. Among the specific difficulties reported, the preparation of lesson plans and instructional materials for unfamiliar subjects emerged as the most demanding task. Despite these challenges, teachers demonstrated strong adaptability. They frequently employed a range of coping strategies, including problem-focused approaches, avoidance mechanisms, supportive methods, and adaptive techniques, allowing them to navigate the requirements of non-specialized teaching assignments effectively. Further analysis revealed that challenges related to content mastery, teaching competence, and pedagogical knowledge had a significant influence on the types of coping strategies teachers adopted. This relationship underscores the importance of equipping teachers with adequate support when they are required to teach beyond their specialization. Keywords: Teaching competence; challenges; coping strategies; non-specialized subjects; private high school teachers