Lived Experiences of Secondary Non-Specialized Christian Living Teachers in Diocesan Schools
Abstract:
This qualitative study explores the lived experiences of secondary non-specialized Christian Living teachers in five diocesan schools in Lanao del Norte, Philippines, along with the challenges they face in delivering religious instruction. Based on in-depth interviews, the findings reveal that while these teachers lack formal theological training, they continue to shape students’ spiritual values through commitment and personal faith. Teachers reported difficulties in addressing doctrinal questions, engaging students from diverse religious backgrounds, and maintaining confidence in their instructional delivery. Additional barriers include limited access to theological resources, absence of structured mentorship, and pressure to align personal beliefs with institutional expectations. These challenges underscore the complexities of teaching religion without formal specialization. Despite these constraints, teachers adopt coping strategies such as self-study, collaboration with peers, participation in spiritual retreats, and consistent prayer and reflection. The study draws on Kolb’s Experiential Learning Theory and Bandura’s Social Learning Theory to explain how teachers learn through experience, reflection, and interaction. These findings point to a broader need for institutional reforms that provide non-specialist teachers with adequate training and support. The study highlights the importance of targeted professional development, accessible theological formation, and sustained mentorship to improve the quality of religious education in diocesan schools.
Keywords: christian education, non-specialist teachers, religious instruction, teacher support
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