Pedagogical Competence of Non-Major Teachers in Music, Arts, Physical Education, and Health (MAPEH)

Abstract

This study assessed the pedagogical competence of non-major teachers handling Music, Arts, Physical Education, and Health (MAPEH) and developed an intervention program to address identified instructional gaps. It examined teachers’ profiles, levels of pedagogical competence, teaching difficulties across MAPEH areas, and differences based on selected profile variables. Using a quantitative descriptive research design, the study involved 61 non-major MAPEH teachers from selected Bicol-speaking districts in Camarines Norte. Total enumeration was employed. Data were gathered through an adapted survey questionnaire and analyzed using descriptive statistics and the Kruskal–Wallis H test during Academic Year 2024–2025. Results indicated that most respondents had moderate teaching experience and specialized outside MAPEH. Overall pedagogical competence was rated moderate, with classroom management and teaching style scoring higher than subject matter competence. No significant differences in pedagogical competence were found across profile variables. Among the MAPEH areas, Physical Education was identified as the most challenging, followed by Health, Arts, and Music. Significant differences in teaching difficulties were observed in Music based on years of teaching experience, and in Arts and Health based on the number of relevant trainings attended. Based on the findings, the S.O.U.N.D (Strategies for Optimizing Understanding and Nurturing Music Development) Program was developed to enhance music-related competencies through hands-on, low-cost, and performance-based training aligned with the Philippine Professional Standards for Teachers. The study concludes that targeted professional development is essential to address subject-specific challenges among non-major MAPEH teachers.