Lived Experiences of Non-Major Social Studies Teachers in Junior and Senior High Schools in the Division of Tandag City, Philippines

This study explored the lived experiences of non-major social studies teachers in Junior and Senior High Schools in the Division of Tandag City, Philippines. Using a mixed-methods design, it combined quantitative data from structured surveys with qualitative insights from Focus Group Discussions (FGDs) and document analysis. Fifty-two (52) non-major social studies teachers participated, revealing significant demographic diversity, with most holding degrees in General Education (55.8%) and Secondary Education (48.1%). Quantitative analysis employed descriptive statistics, including frequency, percentage, and mean, to assess instructional challenges and resource limitations. The weighted mean for subject-matter challenges was 4.27, indicating a “Challenging†level, while resource limitations yielded a mean of 4.23, categorized as “Limited.†Integrating concepts from other subjects was rated “Very Challenging†(M = 4.58), and access to ICT resources was considered “Extremely Limited†(M = 4.63). Qualitative findings revealed that while teachers utilized varied instructional strategies—such as inquiry-based learning, multimedia tools, and collaborative activities—they often lacked content mastery and confidence, which affected students’ preparedness for the National Achievement Test (NAT). Despite demonstrating adaptability and commitment, the teachers underscored the need for targeted professional development, subject-specific training, and enhanced access to teaching materials. The study concluded that assigning educators outside their field of specialization adversely affected instructional quality and student outcomes. It recommended implementing intensive content-based training, mentorship programs, aligning teaching assignments with specialization, and strengthening institutional support to improve curriculum delivery and student performance in social studies.