EXPLORING THE STRATEGIES AND PERFORMANCE OF NON-SPECIALIZEDMUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH (MAPEH) TEACHERSTOWARDS CRAFTING A TRAINING PROGRAM

Abstract

Teaching out of the field is often a sign of systemic issues in the academe that eventually will lead to compromised student learning. It is not only becoming detrimental to the institution and learners but also to the mental and professional life of the teacher. Recognizing that out-of-field teaching is an established systemic reality, the immediate priority must be to proactively equip and empower them with the specialized training necessary to minimize the adverse impact on student learning. The research sought to determine the strategies utilized and the performance of non-specialized MAPEH teachers in order to craft a training program tailored to their needs. The study revealed that these educators deployed core teaching methods that profoundly sharpened their expertise. They were notably proficient at optimizing workflow, consistently maintained their composure, embodied self-assured commitment to their vocation, and voluntarily provided mentorship to students outside of regular class time. There is a strong, positive, and statistically significant relationship between their teaching strategies and their teaching performance. As the quality or frequency of the strategies used by teachers increases, their performance also tends to increase and vice versa. The assessment also confirms high competence in facilitation, but a gap exists in coaching and training skills. Bridging this gap offers a direct opportunity to improve instructional efficacy. The proposed professional development program for non-specialized MAPEH teachers will substantially assist faculty and the academic institution in elevating overall performance and instructional quality within the classroom environment. This initiative supports both the teachers and the school