Teachers’ Lived Experiences in Handling Cross-Disciplinary Subjects: Basis for Capacity-Building Programs

Abstract

This study explored the lived experiences of senior high school teachers in the Department of Education, City Division of Tagbilaran, who were assigned to teach cross-disciplinary subjects. Using a qualitative phenomenological design, data were collected through semi-structured interviews with twelve teachers who had at least two years of experience teaching outside their specialization. The data were examined via thematic analysis in accordance with Braun and Clarke's methodology. The findings uncovered five key themes, which are as follows: (1) issues about confidence and readiness; (2) dependence on support from peers and administration; (3) flexible pedagogical strategies; (4) difficulties in teaching and assessment; and (5) professional development and identity change. Although educators initially encountered difficulties due to a lack of subject-matter knowledge and formal training, they succeeded in overcoming these obstacles by engaging in self-directed learning and collaborating. The study highlights the importance of structured, contextually relevant capacity-building programs that involve focused professional development, mentorship, and institutional support systems. These findings can help legislators and school administrators improve support mechanisms for teachers engaging in cross-disciplinary teaching.