Training needs and teaching competencies of MAPEH teachers A quantitative descriptive analysis

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