This study investigated the pedagogical implications of out-of-field teaching in Social Studies. The Out-of-field Social Studies teachers could encounter several challenges in their preparation and the implementation of the integrated Social Studies curriculum. This study sought the lived experiences of the out-of-field teachers concerning the causes of out-of-field teaching in social studies, problems encountered by the out-of-field teachers and the mechanisms they employ to cope with the teaching of Social Studies. The study chose the qualitative phenomenological research design. Data were collected from all the 17 out-of-field Social Studies teachers through in-depth structured interview. Data were transcribed and analysed, through the inductive thematic analysis approach, unveiling of themes and concepts from the narratives of the research participants. The study revealed that out-of-field teaching in Social Studies occurs as a result of teacher shortage in integrated social studies programme. It is also caused by the perception that any teacher could teach Social Studies irrespective of the teachers’ qualification. Out-of-field teacher encounter problems such as inadequate content and pedagogical knowledge, lack of classroom managerial techniques and inability to deliver lessons through the integrated approach. Engaging in professional development courses, peer coaching, in-service training and workshops were some of the mechanisms employed by out-of-field teachers to cope with the teaching of Social Studies. The pedagogical implications of this phenomenon are that when teaching the Social Studies, the out-of-field teachers place more emphasis on aspects of the Social Studies curriculum where they have much knowledge and skip or put less emphasis on other aspects they lack in-depth knowledge, thus, the integrated approach to teaching Social Studies is not adopted effectively by out-of-field teachers. This waters down the content of Social Studies at the Senior High School level. Addressing the problem of out-of-field teaching in Social Studies requires training and recruiting more teachers who have background training and experience in the integrated approach to the teaching of Social Studies.

This article provides an overview of the opportunities and risks of Diversity Management. It also attempts to close the research gap that results from the interrelationship between Diversity Man-agement and the War of Talents. The thesis is that the full benefits of Diversity Management in the War of Talents can only be real-ized if an appropriate diversity strategy has been established and communicated. Through teleological and historical perspectives as well as causal research of the topics and inter-faces, research questions will be answered and research gaps will be closed. The article thus pre-sents the essential theories on the significance of Diversity Management in the War of Talents. Mutual dependencies can thus be identified in order to assess the impact of Diversity Manage-ment. The bottom line is that diversity efforts must be concentrated and qualitative. A solid strategy forms the basis for this. However, external, non-operational influences are also of decisive im-portance for successful Diversity Management.