Lived Experiences of Out-Of-Field Visual Arts Teachers in the Department of Education: A Phenomenological Study

Naciedel Nada Araza; Randy Ebin Pacadaljen

doi:10.63363/aijfr.2026.v07i01.3300

Lived Experiences of Out-Of-Field Visual Arts Teachers in the Department of Education: A Phenomenological Study

Author(s)	Mr. Naciedel Nada Araza, Dr. Randy Ebin Pacadaljen
Country	Philippines
Abstract	This study explores the challenges and strategies of out-of-field Special Program in the Arts (SPA) teachers specializing in Visual Arts in six schools within the Samar Division during the 2025 academic year. With a shortage of trained Visual Arts educators, teaching quality and student outcomes have been impacted. Grounded in Role Theory and Self-Efficacy Theory, the research examines how teachers adapt to curriculum demands, the availability of professional development, and students' perceptions of teaching effectiveness. Employing a qualitative-interpretative phenomenological approach (IPA), data were gathered through interviews with teachers and administrators, selected based on their involvement in SPA Visual Arts programs. The data were analyzed using IPA, identifying key themes related to teaching strategies, challenges, and support systems. Findings revealed that out-of-field teachers, despite lacking formal training, demonstrated adaptability and creativity by integrating interdisciplinary and inquiry-based approaches to engage students. Challenges included inadequate resources, curriculum misalignment, and competing responsibilities, which teachers addressed through peer collaboration, self-directed learning, and professional development. While institutional support and professional development were inconsistent, they were essential in enhancing teaching effectiveness. Positive student feedback and success in competitions affirmed the effectiveness of adaptive teaching methods. The study suggests the need for targeted support to strengthen professional development, improve resource allocation, align the curriculum with practical needs, and increase institutional backing, ultimately improving Visual Arts education and supporting the professional growth of out-of-field teachers.
Keywords	out-of-field teachers, Visual Arts education, Special Program in the Arts, professional development, teaching strategies
Field	Arts
Published In	Volume 7, Issue 1, January-February 2026
Published On	2026-02-23
DOI	https://doi.org/10.63363/aijfr.2026.v07i01.3300

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Lived Experiences of Out-Of-Field Visual Arts Teachers in the Department of Education: A Phenomenological Study

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