Abstract
This study aimed to glean the experiences of non-music, arts, physical education, and health majors handling MAPEH subjects. The researcher adopted the phenomenological qualitative research design to interview twenty conversational partners using an Interview Guide. The researcher explored the experiences of non-music, arts, physical education, and health majors handling MAPEH subjects, and the conversations were audio-recorded. Their responses were transcribed and analyzed. Their responses revealed four major themes: Emotional Responses to Uncertainty and Change, Holistic Personal and Professional Transformation, Barriers to Effective Teaching and Classroom Management, and Empowering Educators by Fostering Collaboration, Growth, and Harmony. Teachers frequently report fear, anxiety, and discomfort as they transition to teaching MAPEH, which often involves new mediums of instruction, increased preparation, and unfamiliar subject components. Despite these challenges, these experiences foster personal and professional growth as teachers develop innovative strategies, self-efficacy, and resilience. Collaboration and mentorship play a critical role in aiding teachers' adaptation. The study emphasizes the need for strategic teacher placements, targeted professional development, and support.
