Despite formal qualifications, many teachers are required to teach subjects outside their areas of expertise due to shortages, particularly in STEM fields. Known as out-of-field (OOF) teaching, this phenomenon is widespread globally and notably acute in South Africa. This study examines OOF teaching in secondary science education in South Africa, focusing on the conditions and challenges associated with being classified as an OOF teacher. Using a teacher efficacy framework, the study explores how classroom and professional efficacy influence OOF teaching and its impact on teacher identity, confidence, and educational outcomes. Classroom efficacy involves teachers' confidence and skills in delivering subject content and employing pedagogical approaches (Mushayikwa & Lubben, 2009). Teachers lacking pedagogical content knowledge often struggle to teach effectively or assess student understanding. Perl-Nussbaum et al. (2023) report that OOF science teachers often rely on textbooks and low-risk activities, reflecting a lack of confidence and limited innovation. This challenge can extend to specific topics within a discipline, even for teachers formally qualified in the subject, suggesting that qualifications alone cannot define OOF teaching. Professional efficacy explores how OOF teaching impacts teachers’ self-perceptions and professional identities. Hobbs and Quinn (2013) argue that teachers’ professional identities are shaped by personal beliefs and the support they receive in schools. OOF teaching often undermines these identities, leading to feelings of inadequacy and low self-esteem (Kola & Sunday, 2015). Conversely, some teachers feel competent despite lacking formal qualifications, drawing on practical experience and prior learning (Price, 2017).

This study uses a systematic literature review and thematic analysis to examine OOF teaching. Thematic analysis, as defined by Braun and Clarke (2014), involves identifying patterns within qualitative data. The research focuses on South African secondary schools, particularly Physical Science education, and analyses studies involving teachers as participants. A deductive approach, framed by teacher efficacy, explores how perceptions and institutional support influence the experiences of teachers navigating subjects outside their expertise.

Findings reveal that teachers with limited confidence and pedagogical knowledge struggle to deliver engaging instruction, potentially affecting learner outcomes. This study found that OOF teachers face difficulties in designing innovative strategies, limiting students’ understanding and engagement. Additionally, the reliance on textbook-driven, low-risk teaching methods reduces learning depth. Professional development programs tailored to OOF teachers can strengthen classroom efficacy by filling gaps in content and pedagogical knowledge (Du Plessis & McDonagh, 2021). Flexible qualification pathways can provide formal accreditation in subjects teachers are already teaching, improving their confidence and professional identity. These measures can help teachers manage the complexities of OOF teaching and enhance their capacity to deliver quality education.

Keywords: Out-of-field teaching, science teachers, teacher efficacy, professional identity.