Competency Level of Physical Education Teachers in Music and Arts: A Framework for Skills Training Development Program
Abstract
The study investigated the competency levels of MAPEH teachers in Music and Arts in public secondary schools under the Schools Division of Olongapo City during the school year 2024–2025. Grounded in Guskey’s Theory of Professional Development, Vygotsky’s Constructivist Learning Theory, and Spady’s Competency-Based and Outcome-Based Education frameworks, it employed an explanatory sequential mixed-methods design. Quantitative data were collected from 66 purposively selected PE-specialized MAPEH teachers using a validated 5-point Likert-scale questionnaire assessing content knowledge (subject expertise and practical skills), pedagogical skills (teaching strategies and classroom management), and school-related factors (professional development, student engagement, instructional strategies, physical facilities, and administrative support). Data were analyzed using descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson’s correlation, and multiple linear regression. Qualitative data from semi-structured interviews underwent thematic analysis. Results showed moderate competency in Music (M = 3.26) and competent levels in Arts (M = 3.85), with stronger pedagogical skills than content knowledge. Professional development and student engagement significantly predicted competency. Age and relevant training attendance significantly influenced Music competency, while sex, educational attainment, length of service, research orientation, media access, and workload showed no significant differences. Qualitative findings revealed resource constraints, non-specialist assignment challenges, limited specialized training, adaptive strategies, and culturally relevant practices. The study proposed the Intensive Music and Arts Competency Enhancement Program (IMACEP) to address these gaps. Findings support SDG 4 (Quality Education) by strengthening teacher capacity for effective Music and Arts instruction and contribute to educational and institutional sustainability through evidence-based professional development that enhances long-term instructional quality, teacher confidence, and resilient arts education delivery.