High-quality education remains a fundamental goal of educational systems worldwide (Saini et al., 2023; Karatsiori, 2023), and its achievement depends largely on the quality and competence of teachers (Pčolinská, 2018). Teachers play a crucial role in addressing educational challenges and facilitating effective learning experiences for students (Dursun & Aykan, 2025; Kostiainen & Pöysä-Tarhonen, 2025; Levy-Feldman, 2025). Research consistently identifies teacher quality as one of the most influential factors affecting student achievement, emphasizing the importance of knowledgeable and effective educators in promoting positive learning outcomes (Teig & Nilsen, 2022; Li & Ma, 2025; Engida et al., 2024). As primary facilitators of learning, teachers are expected to provide accurate guidance, meaningful instruction, and the knowledge and skills necessary for students’ future academic and career success.

Recognizing the importance of teacher quality, the Philippine educational system has established policies aimed at ensuring access to competent instruction. Batas Pambansa Blg. 232, or the Education Act of 1982, upholds students’ right to quality education and qualified teachers. Similarly, educational policies emphasize the need for teachers to possess appropriate academic qualifications and subject-matter competence to support effective teaching and learning. These standards reflect the belief that teacher expertise is essential for maintaining educational quality and improving student outcomes.

Despite the policy initiatives, challenges remain in ensuring that teachers are assigned to subjects aligned with their areas of specialization. One persistent concern is out-of-field teaching, a practice in which teachers are assigned to teach subjects outside their academic preparation and professional expertise (Nakar & du Plessis, 2023; Beutin et al., 2025; du Plessis et al., 2014). This situation is common in the Philippines and may limit teachers’ mastery of the content they are expected to teach, potentially affecting instructional quality and student learning (Bayani & Guhao, 2018). Out-of-field assignments are often influenced by administrative decisions and staffing shortages, particularly in subject areas where qualified teachers are limited. This reality highlights the continuing challenge of balancing teacher deployment needs with the goal of providing students with instruction from adequately prepared subject specialists.