Daril Jane B. Edulan¹, Maria Teresa M. Fajardo^2,

Science education holds significant importance in helping students make sense of the world and develop critical scientific inquiry skills. This study aims to investigate the experiences of out-of-field teachers teaching high school science subjects in Western Mindanao, specifically exploring their challenges, motivation, coping mechanisms, and support needs. By understanding these factors, strategies and interventions can be developed to improve the teaching practices and performances of out-of-field teachers, ultimately enhancing science education in the Philippines. This study employed a qualitative research design, specifically, descriptive-phenomenological approach. Results revealed that the challenges non-science teachers encounter when teaching science courses range from a lack of resources and training to challenges regarding confidence and teaching efficacy. The coping mechanisms employed by non-science teachers demonstrate their resourcefulness and flexibility in handling difficulties related to teaching scientific subjects. By highlighting the reciprocal relationship between teacher motivation and student success and highlighting the significance of fostering professional development, nurturing passion, and creating supportive learning environments in science education, intrinsic rewards helped non-science teachers overcome challenges to teach science.

non-science teachers, science education, Philippine-education, phenomenology