Investigating the perceptions of self-efficacy of in-field and out-of-field home economics teachers

Abstract

Out-of-field teaching is a strategy employed to address global teacher shortages. This study compares Australian in-field and out-of-field teacher effectiveness perceptions when teaching home economics. An online survey (N = 194) identified statistically significant findings that negatively impact the subject, teachers, and students: in-field teachers report they are more effective than out-of-field teachers, while out-of-field teachers claim they are equally effective; in-field and out-of-field teachers report declines in self-efficacy and well-being when teaching out-of-field; out-of-field teachers use narrower subject skills, safety, and knowledge. Professional learning, skill development, resource provision, support/mentoring, planning time, and strategic hiring are suggested to address out-of-field teaching challenges.