Training needs and teaching competencies of MAPEH teachers: A quantitative descriptive analysis
https://doi.org/10.70228/PFREE2024005JHER
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ABSTRACT
The rapidly changing educational landscape demands ongoing innovation and adaptation to enhance training and competencies, particularly in curriculum design. Music, Arts, Physical Education, and Health (MAPEH) teachers must be continuously revitalized to ensure high-quality teaching performance, especially under the MATATAG curriculum, which aims to streamline competencies and emphasize foundational learning. This study investigated the training needs and teaching competencies of MAPEH teachers in the Division of Abaca using a quantitative descriptive design. Data were collected through a survey questionnaire that captured teachers' training profiles and competencies. Additionally, qualitative interviews were conducted with selected teachers to gain insights into their perceptions and experiences with the new approach. The study involved 195 MAPEH teachers as participants. Descriptive statistics were used to analyze the data, including frequency, percentage, mean, standard deviation, and the Kruskal-Wallis test. Findings revealed that all participants had attended training, with most training sessions lasting three days and being conducted at the Division level, and that most teachers had attended only one training session. Significant differences were found between training level, duration, and attendance about teaching competencies as assessed by the teachers. The study emphasized the importance of detailed suggestions for MAPEH teachers' training programs, addressing potential obstacles such as time, budget, and technological limitations. Strategies include scheduling sessions during breaks, seeking external funding, fostering openness, and using low-tech options. Schools should also incorporate teachers' input and foster community through follow-up sessions and rewards systems.
Keywords: training needs, training competencies, MAPEH teachers, curriculum design, educational innovation, quantitative research
Volume 12 Issue 2, 2024 EDITION
Published 2024
Editor's Note
It is with great honor that we present Volume 12, Issue 2 of the Journal of Higher Education Research, a collection of diverse and thought-provoking studies that reflect the depth and scope of contemporary scholarly works. This issue brings together research that not only advances academic discourse but also offers practical insights and solutions to pressing challenges in education, leadership, community inclusion, and applied science. Olano and Leonor assess the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Division of Negros Occidental, highlighting both the program’s benefits in comprehension, confidence, and cultural connection, as well as the persistent challenges in resources, training, and assessment methods. Cerbo and Dy shed light on the lived experiences of non-SPED teachers accommodating learners with special needs, highlighting the importance of adaptive strategies, inclusive policies, and institutional support to strengthen mainstreaming practices. In agricultural education, Panganiban and Leonor explore the relationship between school climate and curriculum integration among farm schools in Negros Occidental, demonstrating the value of integrated learning for sustainability and community development. Uyanib and Estrellas investigate the link between Spiritual Quotient and happiness among 21st-century secondary school heads, revealing how spiritual intelligence contributes to leadership performance and well-being. Focusing on gender inclusivity, Gorre and Dumagat evaluate the implementation of Gender-Responsive Basic Education policies in senior high schools, with insights from both administrators and LGBTQ+ learners on progress made and areas for improvement. Largavista and Dumagat analyze the training needs and teaching competencies of MAPEH teachers under the MATATAG curriculum, offering targeted recommendations to address training gaps and enhance educational delivery. Pacheco and Villacorte provide narrative portraits of Negros Occidental’s most outstanding master teachers, capturing their adaptive leadership, instructional competence, and dedication to mentoring. Gaduyon, Francisco, and Ochavo explored career fit experiences among college graduates, emphasizing the importance of aligning academic preparation with professional demands to support successful transitions from school to work. Extending into the life sciences, Seran, de los Santos, Escalante, and Lizada examine the synergistic antibacterial potential of Philippine oregano essential oil with tetracycline against Aeromonas species, contributing to the discourse on alternative strategies to combat antibiotic resistance in aquaculture. We extend our sincere gratitude to the authors for their scholarly contributions, to our peer reviewers for their discerning evaluations, and to the Publication and Engagement Office led by Dr. Lota Largavista for their steadfast support. As you read through this issue, we invite you to engage deeply with the ideas presented, to draw inspiration from the innovations and insights shared, and to carry forward the commitment to research that uplifts communities, advances professional practice, and enriches the collective pursuit of knowledge. Sincerely, JOVAL N. MARTINEZ Editor-in-Chief