A Comprehensive Analysis of the Experiences, Competency Levels, Pedagogical Skills, and Challenges of Mapeh Teachers in Teaching Performing Arts in San Guillermo District Division of Isabela

Abstract

This study aimed to examine the experiences, competency levels, pedagogical skills, and challenges of MAPEH teachers in teaching performing arts in the San Guillermo District, Division of Isabela during the School Year 2025–2026. Specifically, it sought to determine the respondents’ profile, their experiences in performing arts, level of competency, pedagogical competencies, and the problems they encountered in teaching performing arts. The study utilized the descriptive research method, employing a structured questionnaire to gather data from twenty (20) MAPEH teachers.
Findings revealed that most respondents were within the age range of 20–39 years old, predominantly female, and mostly holding Teacher III positions, with the majority having completed a bachelor’s degree and some units in graduate studies. In terms of experiences, the respondents actively participated in various performing arts activities such as dance, music, and theater at different levels, primarily at the school level, with some reaching district, provincial, and higher levels.
The results further showed that the respondents perceived themselves as competent in teaching performing arts, with an overall weighted mean interpreted as “Agree,” while specific competencies such as appreciation of performing arts were rated as “Strongly Agree.” Similarly, their pedagogical competencies were rated as “Agree,” indicating that teachers demonstrate effective teaching strategies, such as encouraging student participation and relating lessons to cultural contexts. However, despite these positive findings, the study identified significant challenges, particularly the lack of facilities, equipment, and instructional materials, as well as difficulties related to students’ slow learning pace in performing arts.
Moreover, the respondents strongly agreed on the need for interventions, such as providing venues for showcasing talents and creating collaborative opportunities among teachers to share best practices. These findings imply that while teachers possess the necessary competencies and experiences, the effectiveness of teaching performing arts is largely influenced by the availability of resources and institutional support.
In conclusion, the study highlights that MAPEH teachers in the San Guillermo District are generally competent and experienced in teaching performing arts; however, addressing resource-related challenges and strengthening support systems are essential to further enhance the quality of instruction and student learning outcomes.