Challenges of Secondary Out-of-Field Teachers in the Philippines: A Meta-Synthesis Study

Abstract

This meta-synthesis examined the challenges encountered by secondary-level out-of-field teachers in the Philippines, where teachers are often assigned subjects beyond their specialization. Using a qualitative meta-synthesis approach and guided by the PRISMA protocol and Braun and Clarke’s thematic framework, the study reviewed peer-reviewed articles published from 2019 to 2024. Eighteen studies met the inclusion criteria. Six interrelated themes emerged: (1) Interaction with Learners—difficulties addressing learner inquiries and conducting assessments; (2) Professional Development—limited access to relevant training; (3) Lesson Planning Demands—heavy preparation demands; (4) Resource Constraints—inadequate instructional materials; (6) Affective Domain—stress, self-doubt, and emotional strain; and (7) Instructional Knowledge and Skills—challenges in mastering unfamiliar content. These findings reveal how structural staffing realities shape instructional quality, classroom authority, and student learning outcomes. Methodologically, this study contributes an integrated thematic synthesis that consolidates fragmented local evidence into a coherent analytical framework. In line with SDG 4, the results underscore the need for strengthened teacher deployment policies, targeted professional development, and support mechanisms to improve instructional quality and promote learning.