DETERMINING Teaching Competence Of Junior High School Non-Mapeh Teachers: Basis For An Enhancement PROGRAM

Abstract

Teaching competence is a critical factor in delivering quality education, especially in specialized subjects such as Music, Arts, Physical Education, and Health (MAPEH). Non-MAPEH majors assigned to teach MAPEH often face challenges due to limited content knowledge, pedagogical skills, and confidence in handling the performance-based and skills-oriented components of the subject. Studies indicate that, while these teachers may possess general teaching skills, their lack of specialization can affect student engagement and learning outcomes (Delos Santos & Palma, 2020; Magno, 2018). Nevertheless, professional development programs, in-service training, and collaborative teaching strategies have been shown to enhance their competence and effectiveness in MAPEH instruction (Garcia & Reyes, 2021).  The main objective was to determine the teaching competence of junior high school non-MAPEH teachers as a basis for an enhancement program. A quantitative research method was utilized, including surveys of junior high school students in the public secondary schools of Don Marcelino District. Data were analyzed using mean and standard deviation. The study used a research questionnaire as an evaluation tool for non-MAPEH teachers. This teaching competence questionnaire was developed by Panggabean and Himawan (2017). Findings revealed that the non-MAPEH teachers are highly competent; specifically, they are perceived as having a high level of professional knowledge, skills, characteristics, ethics, and professional growth. Lastly, an enhancement program targeting teachers' teaching competence was developed.  In light of the findings, a program is designed to strengthen the teaching competence of non-MAPEH teachers by incorporating self-development activities, peer support, and innovative teaching strategies.