Abstract
This descriptive correlational study focused on the teachers’ competency in music and the challenges experienced in teaching music. Complete enumeration was the sampling design used in this investigation. The study was conducted in the Municipality of Alamada in the Province of Cotabato, composed of 306 elementary school teachers. Results revealed that majority of the respondents are 31-40 years old, female, Master's Degree holders, and 3-10 years in service. They consider themselves moderately competent in basic knowledge, musical ability, and pedagogy of teaching music. They experienced challenges in the areas of imparting knowledge, strategies, instructional materials, and assessment; however, engagement in Continuous Professional Development (CPD) is one of their coping mechanisms utilized to address those challenges. It was revealed that there is no significant difference between the teacher's competency in teaching music by age group, sex, and length of service. Also, there is no significant difference between the teacher's competency in terms of musical ability and assessment when grouped according to the highest educational assessment. However, there is a significant difference between basic knowledge and assessment regarding teachers' highest educational attainment.
