Algopsychalia of Out-of-Field Teachers: A Qualitative Inquiry
DOI:
https://doi.org/10.54536/ajet.v3i3.2285Keywords:
Algopsychalia, Out-of-FieldAbstract
This study explores the experiences of out-of-field teachers, educators teaching subjects beyond their area of expertise. It investigates the challenges they face, the strategies they use to cope, and recommendations for their success. It examines a varied group of teachers with diverse academic backgrounds and teaching experience, highlighting the multifaceted nature of out-of-field teaching. Out-of-field teachers face significant emotional and pedagogical challenges. Feelings of insecurity, uncertainty about the subject matter, and difficulty grasping unfamiliar material contribute to emotional distress, including stress and anxiety. Some even report a diminished sense of authority in the classroom. Despite these hurdles, the study reveals the resilience of these educators. Teachers employ various coping strategies like thorough preparation, seeking support from colleagues, prioritizing well-being, and managing workloads effectively. Continuous professional development also plays a crucial role in boosting their skills and confidence. The study offers practical suggestions to alleviate mental strain and enhance teaching effectiveness. These include adaptability in teaching approaches, fostering support networks, prioritizing emotional well-being, maintaining a positive outlook, managing workloads, and engaging in ongoing professional development.
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