Challenges of Music, Arts, Physical Education, and Health Teachers in Caloocan: A Phenomenological Study

Abstract

This study aimed to explore comprehensively the instructional and emotional challenges faced by five MAPEH teachers who are not major in all four components of the learning area at Caloocan City Business High School, employing a phenomenological research design. Data were collected through semi-structured interviews, with the instrument validated by a panel of experts to ensure content validity and reliability. Findings revealed that MAPEH teachers encounter diverse instructional challenges, such as limited curriculum mastery, ICT integration, and diverse student needs, alongside emotional struggles like anxiety and frustration. Despite these issues, teachers demonstrate resilience rooted in their faith, supported by school-based training and seminars on content, pedagogy, and mental health, which have been vital in addressing professional and personal development needs. Based on these findings, recommendations include providing continuous professional development that emphasizes curriculum mastery and ICT skills, establishing peer support and faith-based mentoring programs, and institutionalizing regular school-based training and stress management seminars. Additionally, adopting and actively implementing the EMBRACE model can foster a collaborative environment that enhances emotional resilience, practical coaching, and ongoing professional learning among MAPEH teachers.