Teaching Outside Specialism: Lived Experiences Of English Teachers In A Public Elementary School

In many education systems, teachers are frequently assigned to teach subjects beyond their area of specialism - a practice that remains underexplored, particularly at the elementary level. This qualitative exploratory case study examined the lived experiences of five English teachers navigating out-of-field teaching assignments. Findings revealed that teacher responses varied based on demographic factors. Older teachers demonstrated greater resilience, drawing on years of experience, while younger teachers faced steeper challenges. Male teachers relied on peer support and professional development, whereas female teachers leaned on self-initiative and digital tools. Teachers with advanced degrees actively sought professional growth, while those with less training expressed interest in further development. The study highlights how teachers adapt to instructional demands despite limited subject expertise, underscoring the need for targeted support. These insights inform teacher deployment, training, and policy-emphasizing the importance of mentorship and flexible learning opportunities to improve teaching quality in under-resourced settings.