OUT-OF-FIELD MAPEH TEACHING AND GRADE 7 LEARNERS’ ATTITUDES, ENGAGEMENT, AND SKILL DEVELOPMENT: EVIDENCE FROM A PHILIPPINE PUBLIC JUNIOR HIGH SCHOOL

This study examined how the assignment of non-MAPEH teachers affects Grade 7 learners’ attitudes, engagement, and skill development in Music, Arts, Physical Education, and Health (MAPEH) at Doyong National High School in San Carlos City, Pangasinan. Framed by Social Cognitive Theory and Teacher Efficacy Theory, the study assumed that teacher specialization shapes instructional quality, learner motivation, and classroom participation. A descriptive correlational mixed-method design was used. Data were gathered from 50 Grade 7-UNITY learners through a validated questionnaire and open-ended responses, then analyzed using frequency counts, percentages, weighted means, and qualitative thematic grouping. Results showed that the strongest perceived impact of non-MAPEH teaching was on academic skills (average weighted mean = 2.69, High Impact), followed by meaning of studies (2.40, Less Impact), social practices (2.45, Less Impact), and participation (1.94, Less Impact). Learners most strongly reported difficulty in developing MAPEH skills and feeling unprepared for assessments due to limited teacher expertise. The most frequently cited challenges were limited creative expression (42.00%), reduced engagement, motivation, and interest (28.00%), and limited hands-on experiences (24.00%). The findings indicate that out-of-field teaching in MAPEH affects not only the acquisition of technical skills but also the quality of the learner experience in creative, collaborative, and performance-based tasks. The study recommends structured professional development for non-MAPEH teachers, especially in skill demonstration, assessment, and interactive teaching strategies, to improve learner outcomes in MAPEH.