Out-of-field science teachers in Bohol: Challenges in the PPST and adaptive measures

This study addressed the gap between teaching competence and subject readiness by examining the challenges and adaptive measures of forty-six (46) out-of-field high school science teachers in the Division of Bohol, with a focus on selected PPST domains. Utilizing a mixed-method sequential explanatory design, the research analyzed teachers’ competency in Content Knowledge and Pedagogy, Learning Environment, Curriculum and Planning, Assessment and Reporting, and Personal Growth and Professional Development, alongside the adaptive strategies they employ to cope with teaching outside their specialization. Quantitative findings revealed that teachers generally demonstrate a Very Competent level across PPST domains, though gaps remain in content mastery, confidence, pedagogical strategies, and assessment design. One-way ANOVA results indicated that teaching experience and participation in science-related trainings significantly influenced competency levels, whereas field of specialization had no significant effect. Thematic analysis further highlighted recurring challenges such as difficulty explaining complex concepts, designing assessments, and implementing inquiry-based lessons, as well as adaptive measures including advance lesson preparation, collaboration with colleagues, and interactive teaching strategies. The study concludes that while out-of-field science teachers face challenges in content knowledge and pedagogy, their demonstrated competence reflects adaptability and effective use of professional support. To address these challenges, the study proposes the RISE (Raising Instructional Skills in Science Education) Program, designed as a 4-week crash course conducted during the school break. Each week focuses on one of the four core branches of science—Biology, Chemistry, Physics, and Earth and Space Science. This program aims to strengthen teachers’ content understanding, improve pedagogical skills, and promote more effective and inquiry-based science instruction.