Teaching across specialization Coping mechanism Sustainable pedagogy Out-of-field teaching Sustainable pedagogy Eidetic insights Heideggerian interpretivism BTM. Quality of the instructional process is at stake when taught by out-of-field teachers. The current study identified the problems met by such teachers who teach across their specialization in the teaching of social studies. These Out-of-field social studies teachers encounter several issues in the preparation and administration of their lessons. This study first identified this specialization-workload mismatch and investigated what coping mechanisms can be introduced for the survival of these teachers in and out-offield-teaching environment. The study employed a qualitative phenomenological research methodology and conducted an in-depth interview using open-ended questions, in order to generate the eidetic insights of the issues. Ethical considerations were administered to protect the confidentiality of the research participants. The data collected were translated and analyzed, resulting in the unveiling of themes and concepts from the narratives of the research participants. In the light of these findings, a Heideggerian interpretive analysis catapulted the creation of a Culture-based BAYLE Teaching Model (BTM) for that could be a solution to the out-of-field teaching individuals. The study recommends the introduction of BTM in all schools facing outof-field issues. Contribution/Originality: This study contributes a pioneering mechanism in responding to the problem of outof-field social studies teaching in the workplace using Heidggerian interpretivism. This study recommends crafting of a culture-based model of innovative instructional delivery known as the Bayle Teaching Model-a legacy of the Philippines to cultural global education. 1. INTRODUCTION 1.1. Introducing the Problem When individuals interact beyond borders or socio-cultural differences, they develop a sense of conformity in solving mutual complex problems and decision-making with a common goal. Education has played a major role in this unified compliance to global standards of politics, culture, and economy. The increasing trend towards such a progressive educational system has emphasized the need for quality teachers for effective social studies learning. Prior studies have also considered teachers" quality as one of the essential elements in making a significant impact on learners" success. It also remains a pivotal requirement in every education institution. However, such a scenario
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