This study investigated the pedagogical competencies of non-specialized Junior High School teachers teaching Edukasyon sa Pagpapakatao (ESP) or Values Education, Araling Panlipunan (AP), and MAPEH in selected public secondary schools. It specifically evaluated the level of pedagogical competencies in the areas of content knowledge and pedagogy, learning environment, curriculum and planning, assessment and reporting, and personal and professional development; analyzed the extent of challenges faced; and examined significant differences in pedagogical competencies based on profile variables. The research utilized a descriptive-inferential quantitative methodology. Data were collected via a structured Likert-scale instrument and analyzed using the median to assess levels of competencies and challenges, along with non-parametric tests to identify significant differences among profile variables. The findings indicated that non-specialized teachers exhibited a high level of pedagogical competencies across all domains. However, they experienced a moderate level of challenges, especially concerning subject mastery and the curriculum requirements linked to teaching outside their area of specialization. Statistical analysis indicated no significant differences in pedagogical competencies when categorized by selected profile variables. The findings indicate that although non-specialized teachers can fulfill their instructional responsibilities effectively, persistent subject misalignment may continue to pose instructional challenges. The study highlights the significance of subject-aligned teacher deployment, focused retooling programs, and tailored professional development initiatives. It also emphasizes the necessity for strategic recruitment of teachers with suitable subject specializations and the establishment of formal retooling opportunities to strengthen instructional quality in contexts affected by teaching beyond specialization.