Ampo, Joshwin2026-04-162026-04-162024https://hdl.handle.net/10566/22235This study sought to investigate an aspect of the phenomenon of out-of-field teaching (OOFT), a largely obscured aspect of the schooling system affecting teacher identity as well as learner attainment. Out-of-field (OOF) teachers are those assigned to teach subjects for which they are not certified. This typically occurs when teacher supply does not match the demand for certain subjects. A key concern is that OOFT affects the quality of teaching and learning. It is especially novice OOF teachers who may lack the necessary Pedagogical Content Knowledge (PCK). OOFT may also affect the well-being and professional identity of the teachers concerned. The present study focused on OOF teachers of English and Geography in selected secondary schools in the Western Cape. English is the predominant language of teaching in South African schools. As a language subject, it therefore occupies a prominent position in the Curriculum and Assessment Policy Statement (CAPS) curriculum. English teachers are required to be competent and confident users of English and to have the necessary content and skills to teach and assess all aspects of English. Similarly, Geography teachers are required to be competent in areas of the curriculum, including specialised areas such as map reading, analysis, and interpretation. This thesis draws on Sen’s Capability Approach (CA) and related theories of teacher self-efficacy and well-being. It employs a qualitative methodology within the interpretivist research paradigm to focus on the lived experiences of OOF teachers of English and Geography in selected secondary schools in the Western Cape, as well as the perceptions of selected school subject heads and departmental subject advisors. Semi-structured individual interviews were used to generate the data. The findings highlight the impact of especially out-of-subject teaching on the lives of those most directly involved, the teachers.enCapability ApproachEnglishGeographyOut-of-field teachingTeacher self-efficacyThesis