Original Article

Navigating Subject Assignment Misalignment: A Transcendental Phenomenological Inquiry into Teacher Expertise, Teaching Quality, and Student Learning

Rexcee N. Toledo

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: rexceetoledo@gmail.com      

Abstract

Teacher deployment practices in many public secondary schools frequently require educators to teach subjects beyond their areas of specialization. Although such arrangements are often necessary to address staffing shortages and curricular demands, they may influence instructional quality, teacher confidence, and student learning experiences. This study explored the effects of teacher expertise alignment and subject assignment misalignment on teaching quality and student learning outcomes at Dasmariñas Integrated National High School during Academic Year 2025–2026. Employing a qualitative research design grounded in transcendental phenomenology, the study examined the lived experiences of six purposively selected secondary school teachers who were assigned to teach subjects outside their specialization. Data were generated through semi-structured interviews and supported by participant information regarding qualifications, teaching experience, perceived competence, and instructional effectiveness. Data analysis followed phenomenological reduction and thematic reflection, resulting in textural and structural descriptions of participants’ experiences and the essence of the phenomenon. Findings revealed that subject assignment misalignment generated emotional transitions characterized by uncertainty, self-doubt, anxiety, and professional adjustment. Participants described challenges related to lesson preparation, content mastery, subject-specific terminology, learner engagement, and classroom management. Despite these difficulties, teachers sustained instructional quality through self-directed learning, peer collaboration, Learning Action Cell (LAC) participation, technology-assisted instruction, and contextualized teaching strategies. Experiences of adaptation gradually fostered professional growth, resilience, and increased confidence. The findings indicate that teacher-subject misalignment extends beyond individual capability and reflects broader organizational and deployment conditions. The study proposes a support-oriented framework emphasizing specialization-based assignment, targeted professional development, structured mentoring, technical assistance, technology support, curriculum transition mechanisms, and teacher participation in assignment-related decision-making processes.

Keywords

teacher expertise, subject assignment, field of specialization, teaching quality, student learning outcomes, transcendental phenomenology

Full Article

[Download Full PDF]

Suggested APA Citation

Toledo, R. N. (2026). Navigating subject assignment misalignment: A transcendental phenomenological inquiry into teacher expertise, teaching quality, and student learning. QualiSearch Journal of Educational Research and Practice, 2(5), https://doi.org/10.66437/qjerp.v2i5.010                 

Copyright and Licensing

This article is published under an open-access model by QualiSearch Academic Press. Authors retain copyright of their work while granting the journal the right to publish and disseminate the article for scholarly and educational purposes.

Peer Review Statement

This article underwent editorial screening and double-blind peer review prior to publication in the QualiSearch Journal of Educational Research and Practice (QJERP).

Ethical Approval Statement

This study received ethical clearance from the Graduate School of Education, University of Perpetual Help System DALTA, Las Piñas City. Approval was granted prior to data collection in compliance with the Data Privacy Act of 2012 and NPC Circular No. 2023-04. All involved institutions issued formal permission to conduct the study, and informed consent, confidentiality, and voluntary participation were strictly upheld.

Author Bio

Rexcee N. Toledo is a graduate of the Master of Arts in Education major in Technology and Livelihood Education at the University of Perpetual Help System DALTA–Las Piñas. He is a public secondary school educator whose professional interests include teacher development, instructional quality, curriculum implementation, teacher specialization, and educational leadership. His research focuses on teacher expertise alignment, subject assignment practices, teaching effectiveness, and student learning outcomes within the Philippine public school system. Through qualitative inquiry, he seeks to contribute evidence-based insights that support teacher professional growth, effective educational policies, and improved teaching-learning processes.

Correspondence

Rexcee N. Toledo

University of Perpetual Help System- DALTA, Las Piñas City, Philippines

rexceetoledo@gmail.com