Subject Load Mismatch: Its Effects on the Teachers’ Morale

Abstract

This study aimed to determine the extent of subject load mismatch among teachers who teach subjects not aligned with their areas of expertise using a descriptive-correlational research design. Specifically, it sought to assess the level of teachers’ morale and work-related conditions as they handle subject load mismatch. The study was conducted in public secondary schools in Pigcawayan, Alamada, Libungan, Midsayap, and Aleosan (PALMA), Cotabato, with 100 secondary school teachers as respondents, selected through purposive sampling. Findings revealed that the extent of subject load mismatch was rated as high, with the highest indication being the increased frequency of mismatched assignments in recent years. Teachers also expressed that their teaching assignments often did not match their academic background or training. Regarding its effect on morale in terms of mental health, teachers reported experiencing mental exhaustion, difficulty concentrating, and feelings of burnout when handling subjects outside their specialization. In terms of emotional well-being, teachers agreed that they felt frustrated, emotionally drained, and less confident when repeatedly assigned mismatched subjects. Finally, statistical analysis showed a significant positive relationship between the extent of subject load mismatch and teachers’ morale. The results indicate that as subject load mismatch increases, the level of negative impact on teachers’ morale also intensifies. The findings highlight the need for proper alignment of subject assignments with teachers’ specialization to sustain teachers’ morale and maintain instructional effectiveness.