Teaching Across Disciplines: A Qualitative Inquiry into Pedagogical Adaptability and Instructional Practices in Multisubject Elementary Education

Abstract This study examined pedagogical adaptability and instructional practices among elementary school teachers handling multiple learning areas in Alfonso Lista District II, Schools Division of Ifugao, Philippines. Anchored in Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge, and Reflective Practice Theory, the investigation focused on teachers' instructional planning, curriculum integration, differentiated teaching, classroom challenges, and adaptive strategies. A qualitative case study approach guided the investigation, which examined multisubject instruction within selected elementary school contexts. The methodological framework incorporated purposive participant selection, semi-structured interviews, classroom observations, and instructional document analysis. Reflexive thematic analysis, informed by Braun and Clarke's approach, provided the basis for examining patterns across participants' experiences and instructional practices. The inquiry addressed six analytical dimensions: adaptive instructional planning, interdisciplinary curriculum integration, differentiated pedagogical practices, instructional constraints, teacher resourcefulness, and reflective professional practice. These dimensions provided a basis for interpreting the complexities of multisubject elementary education and identifying possible implications for instructional leadership, professional development, and curriculum implementation. The study focused on understanding pedagogical adaptability within its specific educational context rather than establishing generalizable causal relationships. Before submission, the abstract needs the actual number of participants and a short statement of the principal empirically confirmed findings.