IJECE Published Articles

Abstract This study examined the teaching challenges encountered by non-education graduate teachers handling Senior High School classes in the CLABAGIPLA District of the Division of Surigao del Norte. Anchored on Pedagogical Content Knowledge and aligned with the Philippine Professional Standards for Teachers, the study assessed challenges across seven Key Result Areas: content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. A descriptive quantitative survey design was used, with 120 non-education graduate Senior High School teachers selected through complete enumeration from Claver, Bacuag, Gigaquit, and Placer. Data were analyzed using frequency, percentage, weighted mean, standard deviation, Mann-Whitney U test, and Kruskal-Wallis H test. Findings showed that the respondents were mostly female, aged 31-40 years, single, Teacher II, bachelor’s degree holders, and assigned mostly to the Academic Track. Overall, the teaching challenges were moderately manifested (M = 2.79). The lowest domain mean was content knowledge and pedagogy (M = 2.69), indicating persistent difficulty in pedagogical transformation, ICT integration, and instructional strategy selection. Learning environment and community linkages and professional engagement recorded the highest means (M = 2.85), indicating that classroom management and professional-community responsibilities remained salient areas of adjustment. Most profile variables showed no significant differences in teaching challenges; however, age significantly differentiated community linkages and professional engagement and personal growth and professional development, while civil status significantly differentiated assessment and reporting. The study concludes that the challenges are largely systemic rather than purely individual, requiring structured pedagogical conversion, mentoring, Assessment Literacy Training, Inclusive Instruction Support, And Professional Learning Communities.