INSTRUCTIONAL EXPERIENCES IN TEACHING VOLLEYBALL – THE CASE OF NON-MAPEH TEACHERS IN PUBLIC HIGH SCHOOL

Teaching volleyball presents distinct challenges for non-MAPEH (Music, Arts, Physical Education, and Health) teachers, particularly when they are assigned to teach outside their specialization—a common occurrence in public secondary schools with limited staffing and resources. This study investigates the instructional experiences of non-MAPEH teachers in the Division of Valencia City, Philippines, focusing on the difficulties they face, their coping strategies, and recommendations for improving volleyball instruction. Using case study design, data were collected through in-depth interviews with selected participants. The findings revealed that non-MAPEH teachers experience emotional and instructional difficulties, such as anxiety, lack of confidence, and uncertainty due to their limited content knowledge and pedagogical training in physical education. Moreover, challenges related to inadequate sports facilities, lack of instructional materials, and minimal financial support hinder effective volleyball instruction. Despite these barriers, teachers displayed resilience by engaging in self-directed learning through digital platforms, sports-related media, self-assessment, and participation in professional development activities such as seminars and workshops. While these adaptive strategies helped fill knowledge gaps, the study concludes that these are not sufficient in isolation. The research recommends institutional interventions, including targeted training, structured mentorship, improved resource allocation, and curriculum development tailored to non-specialist teachers. Future research may examine the long-term impact of training, mentorship, and peer collaboration on the competence and confidence of non-MAPEH teachers in teaching volleyball. It may also explore student learning outcomes and engagement, as well as extend to other team sports to better understand out-of-field teaching in physical education.