Difficulties and Adaptations: MAPEH Teachers’ Transition to In-Person Classes

Abstract

The transition from remote to in-person teaching posed significant challenges for Music, Arts, Physical Education, and Health (MAPEH) teachers as they navigated the post-pandemic educational landscape. This study explores the difficulties MAPEH teachers faced and the strategies they adopted to adapt to in-person classes effectively. Using a qualitative approach, data were collected through semi-structured interviews with 20 MAPEH teachers across various senior high schools. Findings reveal that teachers struggled with re-establishing student discipline, addressing learning gaps caused by remote learning, and ensuring active participation in physically intensive activities. Limited access to resources and safety concerns during physical activities further compounded these challenges. Despite these hurdles, teachers employed innovative strategies to adapt, such as integrating hybrid methodologies, fostering inclusive classroom environments, and leveraging community resources to supplement instructional materials. Many emphasized the importance of socio-emotional learning to rebuild students' confidence and teamwork skills, which were disrupted during remote learning. The research also highlights the critical role of professional development in equipping teachers with the tools and techniques necessary for a seamless transition. The study concludes that while the return to in-person teaching presented significant challenges, MAPEH teachers demonstrated resilience and creativity in overcoming them. Recommendations include targeted support for resource enhancement, continuous teacher training, and the incorporation of flexible teaching approaches to sustain engagement and improve learning outcomes. These findings contribute valuable insights into effective teaching practices in the evolving educational landscape.