International Journal For Multidisciplinary Research

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Lived Expereinces of Non-mathematics Major Teachers Teaching Mathematics Subjects

Author(s) Mr. Owen T Crabajales, Primel N. Diago
Country Philippines
Abstract A qualitative research design using Giorgi’s (2003) descriptive phenomenological approach was employed to explore the lived experiences of non-mathematics major teachers assigned to teach mathematics subjects in selected public secondary schools in the Division of Surigao del Norte. This approach was appropriate for capturing and describing the essence of participants’ firsthand experiences, particularly the challenges they encountered in content knowledge, instructional delivery, learner engagement, and professional adjustment. Data were collected through semi-structured interviews with nine purposively selected non-mathematics major teachers who had at least three years of experience teaching mathematics. Interviews were audio-recorded with participants’ consent, transcribed verbatim, and analyzed following Giorgi’s phenomenological processes of description, reduction, essence, and intentionality to identify significant meaning units, emerging themes, and the core structure of the phenomenon. A total of 281 meaning units were extracted and reduced into 174 concepts, 15 categories, and 5 sub-themes, namely: instructional practices and pedagogical approaches, teaching challenges and classroom realities, professional growth and teacher development, support systems and capacity building, and affective dimensions of teaching. The findings revealed that teachers continuously adapted their instructional practices through simplification, contextualization, collaboration, and learner-centered strategies to enhance student understanding and engagement. However, they also experienced persistent challenges in curriculum mastery, abstract content delivery, student motivation, and contextual constraints. Despite these difficulties, teachers demonstrated resilience through self-directed learning, peer collaboration, and professional development, which gradually strengthened their confidence, self-efficacy, and professional identity as facilitators of learning. The study was conducted in seven public secondary schools in Surigao del Norte: San Francisco National High School, Malimono National High School, Tubod National High School, Claver National High School, Lakandula National High School, Bacuag National Agro-Industrial School, and Gigaquit National School of Home and Industries. Ethical considerations were observed through approval from the Schools Division Superintendent and school principals, informed consent, confidentiality, anonymity, and voluntary participation. Trustworthiness was ensured using credibility, transferability, dependability, and confirmability based on Lincoln and Guba’s (1985) criteria, including member checking, audit trails, reflexivity, and expert validation. Findings aimed to provide insights into the instructional realities of non-major mathematics teachers and served as a basis for recommendations to improve mathematics instruction, professional development, and institutional support systems.
Keywords phenomenological study, non-mathematics major teachers, mathematics teaching, instructional practices, teacher challenges
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-29
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.78791
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