Algopsychalia Of Out-Of-Field Teachers: A Systematic Review

Abstract

Out-of-field teaching remains a persistent concern in STEM education, often exposing teachers to psychological stress that undermines instructional quality and student learning. This systematic review synthesizes evidence on the psychological stress experienced by out-of-field STEM teachers, the coping strategies they employ, the implications for student outcomes, and the role of mobile and digital technologies in instructional practice. Guided by PRISMA procedures, 12 peer-reviewed studies published between 2015 and 2024 were selected from Scopus, Taylor & Francis, and ScienceDirect databases and analyzed thematically. The findings identify recurring stressors, including low self-efficacy, professional isolation, and insufficient content knowledge, which consistently lead to reliance on passive teaching and avoidance of student-centered strategies. Teachers mitigated these challenges through professional development, peer collaboration, and reflective practice. Digital and mobile technologies demonstrated a dual effect, enhancing instructional confidence and engagement in well-supported contexts while intensifying stress in under-resourced settings. Overall, psychological stress emerges as a critical mechanism shaping instructional decisions, highlighting the need for integrated professional and technological support for out-of-field STEM teachers..