Teachers are being employed outside their areas of expertise. Should we be concerned?

Many teachers are being employed to educate students on subjects outside the scope or field of their knowledge, as a result of the teacher shortage crisis.
Subject areas such as Technology, Mathematics and English are among subjects with the highest rate of teachers out-of-field.
Teaching out of field can contribute to poor teacher wellness and attitudes, potentially resulting in sub-par learning experiences for students.

As schools begin finalising their staffing arrangements for 2025, a growing concern for parents should be whether their children’s teachers are qualified to teach the classes they are allocated.

A growing concern for educational standards, out-of-field yeaching has emerged as a contentious issue, with many educators being assigned to teach subjects outside their expertise. As the teacher shortage crisis continues to mount, educators are being forced to become flexible to fill these gaps and teach students subjects outside of the area for which they have qualified.

Experts, such as Professor Linda Hobbs, argue that this practice can affect student learning and can lead to significant gaps in knowledge, particularly in critical areas like Technology, Math, and English.

What is out-of-field teaching?

Out-of-field teaching occurs when teachers are assigned to teach subjects or grade levels for which they do not have formal qualifications or specialised training. This can happen due to staffing shortages, timetabling issues, or the need to cover classes in rural or remote areas.

‘Teaching out-of-field is when teachers are teaching subjects, year levels or phases of schooling where they’re not qualified to teach it,’ Professor Hobbs said.

‘They might not have the disciplinary background in the subject to teach it, the teacher education methods training for it, or lack accreditation for teaching that subject.’

Why should we be concerned about out-of-field teaching?

Out-of-field teaching can lead to many concerns, such as teacher stress and lower quality of instruction, poorer student learning outcomes, and negative impacts on school and community.

‘When teachers are in-field, they are more likely to be stable in relation to their professional development. With out-of-field teachers, it’s very up and down,’ Professor Hobbs said.

‘However, in our research, we have identified a general trend upwards in terms of enjoyment and capability for out-of-field teachers.’

Why is it an issue, is it an issue now in today’s context?

Out-of-field teaching is a significant issue for several reasons. Teaching out-of-field can be stressful and overwhelming, particularly for early-career teachers. This can lead to burnout and higher attrition rates, exacerbating teacher shortages.

Teachers may feel less confident and competent when teaching subjects outside their field, which can impact their professional identity and job satisfaction. It can also impact student learning outcomes, as teachers might not have the depth of knowledge or confidence to effectively teach the subject.

‘What concerns me most is who’s being asked to teach out-of-field, and it’s often the early career teachers,’ Professor Hobbs said.

‘Speaking to them, you can understand the challenge of a teacher who’s new to teaching and the range of things they have to learn all at the same time – and also the extra demands of having to teach a new subject.’

‘Part of the reason we’re in the situation we’re in is because we may not have the teachers that we need in the right schools, teaching the right subjects, and allocated in the right way within schools.’

Are there some curriculum areas or schools that are more affected than others?

In Australia, out-of-field teaching is a significant issue, particularly in subjects like Mathematics and English. Efforts to mitigate these challenges include professional development, mentoring programs, and support networks to help teachers adapt and succeed in their roles

‘In subjects like Maths and English, some principals will say that they don’t put out-of-field teachers in charge of those classes if they can,’ Professor Hobbs said.

‘Of course, some schools are not in a situation where they can have specialised teachers in those areas.

‘In other areas like Language and Technology, it can be very difficult to find teachers that are needed.’

What does this mean for students and their learning?

Out-of-field teaching can lead to lower academic performance for students when their teachers lack deep content knowledge and pedagogical skills necessary to teach a particular subject. As such, students themselves may become less engaged and motivated when taught by teachers who similarly lack enthusiasm for a particular subject matter.

In schools with fewer resources, out-of-field teaching can exacerbate inequities, particularly for those in lower socio-economic areas. Students in less-equipped schools are more likely to be taught by out-of-field teachers, which can widen the achievement gap.

‘We can’t underestimate the impact on students, particularly when a teacher only teaches out-of-field,’ Professor Hobbs said.

‘It’s important to look at who’s teaching students over time, and within that time, how often have they come into contact with an experienced teacher with the background in the subject they’re teaching.’

Teachers are being employed outside their areas of expertise. Should we be concerned?

What is out-of-field teaching?

Why should we be concerned about out-of-field teaching?

Why is it an issue, is it an issue now in today’s context?

Are there some curriculum areas or schools that are more affected than others?

What does this mean for students and their learning?

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