The purpose of this study is to identify the difficulties non-MAPEH major educators face in their ability to teach, which could serve as a foundation for the implementation of policies that support these instructors. The study includes the respondents demographic profile, the scope of the difficulties they faced when executing their teaching duties, and a performance-based evaluation system. Additionally, this study sought to determine whether there was a significant difference in their performance when categorized based on their profile and whether there was a significant impact on the degree of difficulties non-MAPEH majors faced when evaluating their performance. This study employs a selected sampling technique as part of a descriptive-qualitative methodology.  Two hundred non-MAPEH teachers from Lagunas four city school division made up the responders.  This study used a survey that the participants created themselves. To assess the relationship between the respondents demographic profile, the degree of problems they faced, and their performance appraisal, statistical analyses were employed. These analyses included frequency counts, mean scores, standard deviations, and Pearson correlations. There are more women among the responders, according to their demographic profile. Among non-MAPEH majors, newly hired instructors made up the majority. Regarding their academic accomplishments, the majority of them earned a Baccalaureate degree. When it comes to teaching MAPEH subjects, educators who are not MAPEH exhibit intermediate levels of confidence there is a noticeable lack of high confidence. They exhibit a modest level of subject knowledge as well, but they lack the confidence to keep up with the latest advancements. They also encounter modest difficulties while creating lessons and resources, with marginal variations in average outcomes. Additionally, they have a somewhat agreement about their adaptability to various teaching contexts, with minor variations in the average scores between the statements. Most teachers received ratings of Consolidating and Applying in their COT-linked performance evaluations, with minor changes between terms. The majority of teachers received a Satisfactory rating from the IPCRF, with some minor variances among terms. When comparing performance evaluations based on demographic profiles with different mean scores, significant discrepancies were found. While subject knowledge, material preparation, and situational adaptability had a substantial impact, especially in IPCRF evaluations, teaching confidence did not significantly affect performance evaluations. Teachers should focus on the subjects that research indicates are challenging for them to teach MAPEH in order to boost their efficacy. Students gain a great deal from teachers who possess in-depth subject knowledge and employ powerful teaching techniques, as they enable students to attain higher learning outcomes. Teachers need to be well aware of the challenges faced by students and teachers in non-expert teaching contexts in order to adopt effective strategies for high-quality education. Further study is required to determine the elements influencing teacher performance assessments across diverse demographic groups in order to design strategies to assist equitable improvements in teaching effectiveness.

Challenges

Performance