Influence of Teacher Specialization and Subject-Taught Mismatch on Students’ Learning Outcomes

Mismatches between teacher specialization and the subjects they teach continue to be an ongoing challenge in the Philippine education system. It affects both pedagogical effectiveness and student learning outcomes. This study sought to investigate the degree of subject-taught mismatch, its influence on student performance, and the underlying factors that contribute to this misalignment. It employed a mixed-methods approach, integrating quantitative analysis of the extent of teachers’ specialization and subject-taught mismatch and its relationship with student examination scores, along with qualitative data from teacher interviews and surveys. The methodology encompasses an examination of existing datasets, the collection of primary data through surveys and interviews, and the statistical analysis of student performance metrics. Results showed a moderate positive relationship between teacher specialization alignment and students’ examination scores, suggesting that learners taught by specialized teachers generally exhibit higher levels of achievement. Findings also revealed that teachers frequently encounter multiple misalignments, rather than a single mismatch, between their specialization and assigned subjects. Furthermore, qualitative feedback indicated that teachers teaching outside their field of specialization experienced difficulties, including decreased confidence, heightened preparation time, and challenges in addressing student misconceptions. The study highlights significant policy implications, such as the necessity for systematic teacher recruitment and assignment procedures that promote specialized alignment, improved professional development programs for out-of-field teachers, and reinforced collaboration among educational institutions. To alleviate the adverse consequences of subject mismatch, educational organizations must establish specialized training programs, enhance workforce planning, and cultivate supportive learning environments for educators and learners. This is crucial for enhancing teaching quality, improving student outcomes, and developing a more effective approach to aligning teacher specialization with subject assignments within the school realities in the Philippines. Comments to this paper are welcome within 60 days from the date of posting. Email publications@pids.gov.ph.