Abstract
This study uncovered the lived experiences of the non-physical education major teachers teaching folk dance. In the literature, many studies focus on the misalignment of what the teachers finished and what they are teaching however, none of these studies center on the non-physical education major teachers. With this gap, teachers settle on letting the learners watch videos as a substitute. This study used interpretative phenomenology as the research design. The 15 participants volunteered and were chosen through purposive sampling, ensuring that only those currently teaching Folk dance with a degree are not inclined to Physical Education. Interpretative Phenomenological Analysis (IPA) was used to analyze the data gathered through interviews and Focus Group discussions (FGD). There are three (3) core themes generated, namely, (1) The RELIC, (2) The RENAISSANCE, and (3) The REAL HAPPINESS IN TEACHING. These three core themes depict a picture of the situation and status quo of those teachers teaching Folk Dance or any topics under Physical Education where their college degree was not inclined to Physical Education. These teachers are struggling but thriving; although they may accept whatever subject they will teach, they know that if what they are teaching is their cup of tea, they will surely provide the promise of quality education. This study recommends strong implementation of vertical articulation and more exposure to the teachers in terms of improving their craft where they excel.
