Asian Journal of Education and Social Studies

Teachers assigned outside their specialization often encounter challenges with content delivery, confidence, and self-efficacy. These difficulties have implications not only for teaching quality but also for student learning outcomes. This study investigated the challenges encountered and the self-efficacy beliefs of Non-Mathematics education teachers assigned to teach General Mathematics and Statistics and Probability. Institutional ethical protocols were observed. Employing a descriptive–developmental design, purposive sampling identified 21 participants. Data were collected through a validated survey questionnaire adapted from the Mathematics Teaching Efficacy Belief Instrument (MTEBI) to assess Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE), alongside indicators of challenges in content, instructional materials, pedagogy, information and communications technology (ICT) integration, and assessment. Results showed overall high PMTE and MTOE levels; however, teachers reported persistent difficulties in deepening content, preparing instructional materials, integrating ICT, and constructing authentic assessments. Based on the findings, a context-specific training program was developed and subjected to expert validation, yielding a final compliance rating of 96% (“Extremely High Compliance”). The findings suggest targeted professional development prioritizing (a) mathematical content deepening; (b) design of high-quality, contextualized instructional materials; (c) pragmatic ICT integration for mathematics (e.g., spreadsheets, dynamic geometry, statistical software); and (d) authentic assessment, including rubric construction and enrichment for least-learned competencies. The study underscores the need for continuous professional support to strengthen competence among teachers assigned to teach beyond their field of specialization. The study revealed that non-Mathematics education teachers assigned to teach General Mathematics and Statistics and Probability in Agusan del Sur displayed high levels of personal mathematics teaching efficacy (PMTE) and mathematics teaching outcome expectancy (MTOE). This finding affirms Bandura’s Social Cognitive Theory (1977, 1986), which highlights the role of mastery experiences and social persuasion in sustaining teacher efficacy.