Lived Experiences of MAPEH Teachers in Ubay I District: Opportunities and Challenges in Instructional Practice

Abstract

Globally, the teaching of Music, Arts, Physical Education, and Health (MAPEH) play a crucial role in advancing holistic education, yet teachers continue to face systemic challenges in curriculum delivery, resource allocation, and learner engagement. In the Philippine context, these concerns are highlighted in the government’s commitment to the United Nations Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education), which emphasize inclusive, equitable, and quality education for all learners. Despite these initiatives, there remains limited research focusing on the lived experiences of MAPEH teachers in local districts, especially in rural areas such as Ubay, Bohol. This study explored the opportunities and challenges faced by MAPEH teachers in Ubay 1 District. Employing a Phenomenological Research Design, data were gathered through in-depth semi-structured interviews with eight teacher-informants and focus group discussions with ten students, selected through purposive sampling. Findings revealed key opportunities, such as fostering interdisciplinary collaboration, strengthening professional development, integrating digital tools, and embedding sustainability initiatives. Conversely, persistent challenges included limited access to technology, time constraints, varying student abilities, and difficulties in harmonizing the four components of MAPEH. Conclusively, these findings highlight the need for targeted interventions. The study concludes that addressing these challenges requires enhanced teacher capacity-building, improved technological support, and greater emphasis on differentiated instruction. Furthermore, embedding sustainability and social responsibility in MAPEH instruction not only aligns with the SDGs but also prepares learners to engage actively with real-world issues. These findings provide valuable insights for policymakers, administrators, and educators in strengthening MAPEH education in the Philippine context