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

• Published in: Family and consumer sciences research journal Vol. 53; no. 3
• Main Authors: Pendergast, Donna, McManus, Sarah, Du Plessis, Anna, Deagon, Jay
• Format: Journal Article
• Language: English
• Published: Oxford Blackwell Publishing Ltd 01.03.2025
• Subjects: Economics; Family and Consumer Sciences; Field Instruction; Hiring; Home economics; Learning; out‐of‐field teaching; pedagogical content knowledge; Self Efficacy; Skill Development; Teacher Effectiveness; Teacher shortages; teacher well‐being; teacher workforce; Teachers; Teaching; teaching skill development; Work skills
• ISSN: 1077-727X; 1552-3934
• DOI: 10.1111/fcsr.70006

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.