Teaching beyond disciplinary expertise: Classroom management and instructional practices of non-education graduate instructors

This study examined the classroom management and instructional practices of non-education graduate instructors in higher education. Specifically, it explored how instructors without formal pedagogical training navigate instructional delivery, learner engagement, classroom management, and inclusive teaching practices in science-related courses. The study employed a descriptive phenomenological research design involving twenty-five (25) non-education graduate instructors from the North Eastern Mindanao State University (NEMSU) campuses in Surigao del Sur, Philippines. Participants were selected through purposive sampling, and data were collected using semi-structured interviews. Thematic analysis guided by Colaizzi’s Seven-Step Phenomenological Method was utilized in analyzing the data.Findings revealed that instructors primarily relied on experiential, contextualized, learner-centered, adaptive, and behavior-oriented teaching practices developed through professional experience and classroom exposure rather than formal pedagogical preparation. Participants employed hands-on and contextualized instruction, collaborative and interactive learning activities, differentiated and inclusive teaching approaches, relational teaching practices, and structured classroom management strategies to facilitate instruction and maintain classroom order. However, instructional implementation remained largely intuitive, situational, and experience-based due to limited pedagogical competence and insufficient formal training in teaching and classroom management. The study concludes that non-education graduate instructors demonstrate adaptability, resilience, and commitment in managing instructional responsibilities despite limited pedagogical preparation. Nevertheless, the findings highlight the necessity of sustained faculty development programs focusing on learner-centered pedagogy, differentiated instruction, classroom management, assessment literacy, and participatory teaching approaches to strengthen instructional effectiveness in higher education.