IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 4, DEC.

, 2024

TEACHERS’ KNOWLEDGE, IMPLEMENTATION STRATEGIES,

AND MANAGEMENT SUPPORT AND STUDENT
ENGAGEMENT IN TEACHING DANCE

JUDITH PARCON, Ed.D

[email protected]
https://orcid.org/0009-0006-5764-4415
Guimaras State University
Buenavista, Guimaras, Philippines

DOI: https://doi.org/10.54476/ioer-imrj/405098

ABSTRACT

This study explores the factors influencing student engagement in teaching dance within the MAPEH
curriculum in the Schools Division of Iloilo, Philippines. The research focuses on the roles of teachers'
knowledge, implementation strategies, and management support, aiming to understand how these
elements interact to impact student participation and enthusiasm. Utilizing a descriptive-correlational
design, the study involved 375 MAPEH teachers, assessing their instructional practices and the
corresponding levels of student engagement. The study employed statistical tools such as frequency
distribution, percentages, and means to describe the profile of the respondents and their knowledge levels.
Pearson’s r was utilized to determine correlations between variables, while Analysis of Variance (ANOVA)
and t-tests were used to examine significant differences in teachers’ knowledge, management support,
and student engagement across various demographics. These tools enabled a comprehensive analysis of
the relationships among the factors studied. The findings reveal that higher educational attainment and
professional positions significantly enhance teachers' knowledge and implementation strategies, which in
turn, positively correlate with student engagement. Moreover, management support was identified as a
crucial factor in fostering effective teaching practices. Despite the consistently high levels of engagement
and support across various demographics, the study suggests the need for further improvements in
inclusivity, technology integration, and tailored professional development programs to address specific
needs.

Keywords: dance education, student engagement, teacher knowledge, implementation strategies,

management support, MAPEH curriculum, educational attainment, professional development, Philippines
education system

interacted to affect student participation and

INTRODUCTION enthusiasm. The research was set against the
backdrop of various educational policies and the
This study examined the key factors that Sustainable Development Goals, highlighting the
impacted student engagement in physical importance of physical education in promoting
education, focusing on the influence of teachers' health and well-being. By addressing gaps in
knowledge, teaching strategies, and management existing research, this study sought to provide a
support. It aimed to explore how these elements deeper understanding of how teacher expertise,
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PARCON, J., Teachers’ Knowledge, Implementation Strategies, and Management Support and Student Engagement in
Teaching Dance, pp. 85 - 91
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 4, DEC., 2024
instructional practices, and administrative support teachers' knowledge, teaching strategies, and
collectively shaped student engagement, to management support within the schools’ division of
improve physical education programs and foster a Iloilo, Philippines, during the 2023-2024 school
more active and engaged learning environment. year.
The literature underpins the importance of
physical education in the Philippine context, as 1. To evaluate the level of knowledge teachers
emphasized in the 1987 Constitution and possess in teaching dance education within
operationalized in the K to 12 Basic Education the MAPEH curriculum and how this
Curriculum. Physical education has been knowledge impacts student engagement.
acknowledged for its role in fostering self-discipline, 2. To identify and examine the teaching
teamwork, and health-related fitness (Silvestre, strategies employed by MAPEH teachers in
2021). However, significant challenges persist in dance education and their effectiveness in
teaching MAPEH (Music, Arts, Physical Education, fostering student participation and
and Health) due to its diverse components and the enthusiasm.
varying levels of teacher expertise (Silvestre, 3. To determine the level of support provided
2021). Teaching strategies, technological by school management for teaching dance
integration, and professional development are education and its influence on the
crucial in overcoming these challenges and effectiveness of instructional practices.
ensuring effective instruction (Carag, 2020; Reyes, 4. To analyze the relationship between
2023). teachers' demographic profiles (e.g., age,
Grounded in theories like Self- sex, educational attainment, length of
Determination Theory and Constructivist Learning service, and position) and their knowledge,
Theory, the research also incorporated Kolb’s teaching strategies, and student
Experiential Learning Theory, emphasizing the engagement levels.
importance of hands-on experiences and reflective 5. To investigate whether significant
practices in dance education. The conceptual differences and relationships exist between
framework highlighted the interplay between the independent variables (teacher
independent variables such as teacher demographics) and dependent variables
demographics and dependent variables like (instructional practices and student
instructional practices and student engagement, engagement) in the context of dance
with the study ultimately suggesting a positive education.
relationship between teachers' practices,
competence, and strategies in teaching dance.
Furthermore, existing studies reveal the METHODOLOGY
need for more targeted training and resources to
empower MAPEH teachers in adapting to modern The research employed both survey and
educational demands, such as blended learning correlational methods to gather data, utilizing a
and the integration of 21st-century skills (Reyes, questionnaire checklist. The study focused on
2023; Katigbak, 2023). This aligns with the study's understanding the relationship between teachers'
goal to investigate and recommend improvements knowledge, implementation strategies,
in physical education programs to ensure a well- management support, and student engagement.
rounded and adaptive educational experience for The independent variables in this study included
both teachers and students (Daga, 2021). personal factors such as age, sex, educational
attainment, length of service, and position, while
OBJECTIVES OF THE STUDY the dependent variables were the levels of
teachers' knowledge, implementation strategies,
To explore and analyze the factors management support, and student engagement.
influencing student engagement in physical The respondents of the study were MAPEH
education, particularly focusing on the role of teachers from the Schools Division of Iloilo,
P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com
PARCON, J., Teachers’ Knowledge, Implementation Strategies, and Management Support and Student Engagement in
Teaching Dance, pp. 85 - 91
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 4, DEC., 2024
Philippines. A stratified random sampling technique student engagement in dance education within
was used to select 375 teachers from various the MAPEH curriculum. The findings helped to
congressional districts within the province. The either reject or accept the null hypotheses, based
distribution of respondents was detailed by district, on the significance levels obtained from the
ensuring a representative sample. The data- statistical tests.
gathering instruments included a researcher-
revised questionnaire designed to assess teachers' RESULTS AND DISCUSSION
knowledge, implementation strategies,
management support, and student engagement in 1. Demographic Profile of Respondents
teaching dance. The questionnaire was divided into
several parts, each focusing on different aspects of The study involved a diverse group of
the study, such as the respondents' profiles, their respondents, with 71.7% aged 40 years or younger,
knowledge and implementation strategies, showcasing a dynamic and youthful teaching
management support, and levels of student workforce. The gender distribution was relatively
engagement. balanced, with 46.7% male and 53.3% female
The validity and reliability of the instrument participants. Most respondents held a bachelor’s
were thoroughly tested. The questionnaire degree (77.3%), while others achieved higher
underwent validation by research experts and a educational attainment, including a master’s
statistician, ensuring that it met the necessary degree (18.9%) and a doctorate (3.7%). A
criteria for accuracy and relevance. A pilot test was significant portion of respondents had less than 15
conducted with 25 MAPEH teachers to identify any years of service, reflecting a mix of early-career and
issues with the questionnaire's content and seasoned educators. Geographically, respondents
structure. The reliability of the instrument was were distributed across five congressional districts,
confirmed through Cronbach’s alpha results, with with the 3rd district having the largest
scores indicating high reliability for all measured representation.
areas, including teachers' knowledge, 2. Teachers’ Knowledge in Dance Education
implementation strategies, management support,
and student engagement. Teachers demonstrated very high competence
The data-gathering procedure involved in teaching dance, with slight variations based on
seeking approval from relevant authorities, age, gender, educational attainment, and
including the Dean of the Graduate School and the experience. Younger teachers excelled in fostering
Schools Division Superintendent. The researcher creativity and passion, while older teachers
personally distributed the questionnaires to the displayed stronger communication and technical
teachers with the assistance of school heads, expertise. Male teachers stood out in creating
ensuring clear communication of the study's collaborative learning environments and effectively
purpose. Both online and printed questionnaires communicating dance concepts, whereas female
were used, and strict measures were taken to teachers prioritized inclusivity and inspired
protect the respondents' privacy and confidentiality. students with passion. Educational attainment also
After the questionnaires were completed, the data influenced proficiency, with bachelor’s degree
were collected, encoded, and analyzed using holders excelling in fostering inclusivity, master’s
statistical tools. degree holders leading in integrating technology,
The study employed various statistical tools and doctorate holders achieving exceptional
to analyze the data, including frequency count, expertise in technical and instructional methods.
percentage, mean, T-test, ANOVA F-test, and Additionally, teachers with less than 15 years of
Pearson’s r. These tools were used to describe and service emphasized professional development and
compare the variables, as well as to determine parent engagement, while those with more
relationships between them. The results of these experience demonstrated superior technical
analyses provided insights into the effectiveness of knowledge and communication skills. Master
teachers' practices and the factors that influence
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PARCON, J., Teachers’ Knowledge, Implementation Strategies, and Management Support and Student Engagement in
Teaching Dance, pp. 85 - 91
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 4, DEC., 2024
Teachers, in particular, excelled in professional successful implementation of the MAPEH
development and technical expertise, highlighting curriculum (Silvestre, 2021).
their mentoring role within the education system.
In the study of Silvestre (2021) the 4. Implementation Strategies in Dance
implementation of physical education in the Education
Philippines is deeply rooted in the 1987 Teachers across all demographics prioritized
Constitution, which underscores the significance of common strategies, such as incorporating music,
physical education and sports in promoting self- fostering collaboration, and effectively
discipline, teamwork, and excellence among demonstrating dance techniques. Younger
citizens. The Constitution mandates that physical teachers emphasized goal setting and reflective
education should be nurtured through sports practices, while older educators focused on clear
programs, league tournaments, and amateur communication of learning objectives. Reflective
sports, including international contests. This practice, goal setting, and promoting positive
directive is aimed at fostering the development of attitudes toward physical fitness were identified as
safe and informed citizens. In response, the K to 12 critical components of effective dance education,
Basic Education Curriculum has placed physical showcasing a comprehensive and dynamic
activity at the core of the MAPEH (Music, Arts, approach to teaching.
Physical Education, and Health) curriculum, According to the study of Carag, (2020),
emphasizing the importance of exercise and teaching MAPEH is rewarding and challenging,
movement education to achieve and maintain requiring diverse teaching strategies, mastery of
health-related fitness. content, and innovative instructional materials. The
educational system in the Philippines encourages
3. Geographical Variations in Dance teachers to employ various strategies to meet the
Education needs of their students and adapt to the evolving
educational landscape. With the shift to blended
learning environments due to the "new normal," the
Across the five congressional districts, all
integration of technology and innovative teaching
areas upheld very high standards in dance
education, though specific strengths varied. District methods, such as inquiry-based learning and digital
1 excelled in professional development and platforms, has become increasingly important.
technical expertise, while District 2 focused on These strategies help create a well-rounded
inclusivity and collaboration. The remaining learning experience that combines both digital and
districts maintained consistent performance across face-to-face interactions
various domains, contributing to the region’s overall
strong standards in dance education. 5. Management Support for Dance Education
Teaching MAPEH presents significant
challenges due to its broad scope and the varying Management support was consistently rated as
levels of expertise among teachers in its different "Very High" across all categories, with variations
components. While some teachers excel in specific observed only by district. Teachers in some districts
areas like music or sports, there is a notable lack of reported higher recognition and resource provision
comprehensive expertise across all MAPEH compared to others. The most highly rated aspects
components. This gap in skills and knowledge is of support included recognition of teacher
concerning, given that MAPEH is as crucial as achievements and adequate resource allocation,
other learning areas in the curriculum. The need for while areas such as support for technology and
teachers to acquire the necessary knowledge and innovation, though slightly lower, still received
skills to provide effective instruction is critical for the favorable ratings.

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PARCON, J., Teachers’ Knowledge, Implementation Strategies, and Management Support and Student Engagement in
Teaching Dance, pp. 85 - 91
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In the study of Reyes (2023) and Katigbak 8. Opportunities for Improvement
(2023), Research indicates that MAPEH teachers
face significant challenges, particularly in areas
While the findings highlight robust engagement
where they lack specialization. However, they and support across all categories, areas for growth
develop coping strategies and adapt to these remain. These include fostering a more inclusive
challenges through resourcefulness and environment, enhancing technical knowledge
continuous professional development. For through continuous professional development, and
example, many teachers engage in self-study, increasing support for technology and innovative
watch instructional videos, and participate in practices. Addressing these aspects can further
elevate the quality of dance education, ensuring its
professional development workshops to enhance
relevance and effectiveness in meeting both
their skills. Studies also highlight the need for more current and future educational demands.
targeted training and support for MAPEH teachers According to Daga (2021), A comprehensive
to enhance their competencies, especially in approach to teacher development is crucial for
integrating 21st-century skills and employing improving the quality of education and ensuring that
innovative teaching approaches. students receive a well-rounded education in all
aspects of MAPEH. This includes providing
6. Student Engagement in Dance Education teachers with the necessary training, resources,
and support to overcome the challenges they face
Student engagement was rated as "Very in delivering effective instruction. As the
High" across all demographics. Older teachers educational landscape continues to evolve,
reported slightly higher levels of student teachers must be equipped with the skills and
engagement compared to their younger
knowledge needed to adapt to new teaching
counterparts, but no significant differences were
observed based on gender, service length, or methods and technologies. By doing so, they can
teaching position. The findings underscored a help students develop not only their physical fitness
generally consistent level of student involvement but also their overall well-being and academic
across various categories, reflecting the success.
effectiveness of the educators and their teaching
strategies. CONCLUSION

Based on the findings of the study, the following

7. Relationships Between Teacher Knowledge,
conclusions are drawn:
Management Support, and Student
Engagement 1. Teachers in the Schools Division of Iloilo
A strong relationship was found between demonstrate very high levels of knowledge in
teacher knowledge, management support, and teaching dance, regardless of their age, sex, or
student engagement. Teachers with higher levels educational attainment, contributing to
of knowledge fostered greater management effective dance education.
support and achieved higher student engagement. 2. Teachers with higher educational
Educational attainment and position significantly qualifications, such as master's or doctorate
influenced these variables, with higher degrees, exhibit more advanced knowledge
qualifications and ranks correlating with better and teaching strategies, highlighting the
outcomes. In contrast, no significant differences significance of further education in enhancing
were observed based on age, gender, or service teaching proficiency.
length. 3. Teachers employ a variety of strategies,
including the effective use of music, fostering
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PARCON, J., Teachers’ Knowledge, Implementation Strategies, and Management Support and Student Engagement in
Teaching Dance, pp. 85 - 91
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 4, DEC., 2024
collaboration, and demonstrating dance 2. Address the disparities in management
techniques, to engage students, reflecting a support across districts by ensuring that all
well-rounded approach to dance education. teachers have access to adequate
4. Consistently high levels of management
resources and recognition, regardless of
support across different demographics indicate
its crucial role in facilitating effective teaching their geographic location.
practices and fostering student engagement in 3. Increase the integration of technology in
dance education.Significant differences in dance instruction by providing additional
management support based on district location training and resources, helping teachers
suggest that local context plays a role in the stay current with innovative teaching
level of support teachers receive, impacting the methods.
effectiveness of dance education.
4. Develop targeted initiatives to enhance
5. Older teachers tend to report higher levels of
student engagement, suggesting that inclusivity in dance education, ensuring that
experience may enhance the ability to engage all students, regardless of background, feel
students effectively in dance education. supported and engaged.
6. There is a significant positive relationship 5. Utilize the expertise of Master Teachers to
between teachers' knowledge and student mentor less experienced colleagues,
engagement, indicating that well-informed fostering a culture of continuous
teachers are more effective in maintaining high
professional development and knowledge
levels of student participation.
7. Teachers in higher positions, such as Master sharing.
Teachers, tend to have greater knowledge and 6. Encourage teachers to engage in reflective
receive more management support, practices, setting and reviewing goals with
positioning them as key figures in driving their students to continuously improve the
quality dance education. learning experience.
8. While teachers are highly effective overall,
7. Provide ongoing professional development
there is room to further improve inclusivity and
the integration of technology in dance opportunities focused on advanced dance
education, which could enhance the learning techniques, effective communication
experience. strategies, and the integration of modern
9. Despite variations in individual teacher teaching tools.
profiles, there is a general consistency in high 8. Recognize the strengths of different age
levels of engagement and support, indicating a groups in teaching and student
robust and effective approach to dance
engagement, and tailor professional
education within the division.
development programs to leverage these
RECOMMENDATIONS strengths effectively.
9. Implement strategies that specifically target
Based on the conclusions of the study, the increasing student engagement, particularly
following are recommended: for younger teachers who may benefit from
1. Encourage teachers to pursue higher additional support in this area.
educational qualifications, such as master's 10. Regularly assess and update the
and doctorate degrees, to enhance their implementation strategies and
knowledge and teaching strategies in dance management support systems to ensure
education. they remain effective and responsive to the
evolving needs of dance education.

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PARCON, J., Teachers’ Knowledge, Implementation Strategies, and Management Support and Student Engagement in
Teaching Dance, pp. 85 - 91
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PARCON, J., Teachers’ Knowledge, Implementation Strategies, and Management Support and Student Engagement in
Teaching Dance, pp. 85 - 91
91