World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XII (December 2025), pp.6-13
Authors
Hannah Suan, Jhonlyn Palen, Janiola Antonitte
LANGUAGE AND LITERATURE UNIT
Abuyog, Leyte
ABSTRACT
The main objective of this study was to find out the personal experiences and the concept of the educators on the delivery of the Special Program in the Arts (SPA) at the Mahaplag National High School-Upper. Based on the constructivist paradigm and descriptive phenomenology method, the study aimed to discover the challenges, strategies, and thoughts of teachers as they deliver arts-.integrated instruction within the SPA framework. Data were collected through semi-structured interviews that were carried out with purposively selected SPA teachers and analyzed using thematic analysis. Results showed three main themes: (i) Instructional Creativity and Adaptability, teachers were given the focal point of a creative and practical conception that was developed by the lecturer to combine subject area skills;(ii) Problems of execution that consist of resource shortages, insufficient equipment, and limited time; and (iii) Genuine love and strong interests in arts that show educators' selflessness in helping students discover sere artistic skills even when facing different obstacles in the system. The data show that the full realization of the SPA program depended mostly on the motivation of the teachers, backing of the institutions, and regular training. The paper wraps up saying that the key to the survival and improvement of the arts education in the public schools is to empower teachers by means of their professional growth and to grant them enough resources.
Keywords: Special Program in the Arts, Teachers’ Perspectives, Arts Education, cultural identity, creativity
Introduction
The quality of education is considered to be one of the important factors for a country to be successful. In line with this, the K to 12 Program was initiated by the Philippine government in 2011 under the watchful eye of Secretary Armin Luistro, FSJ, as an attempt to modify the fundamental education system of the country. This change was made by the form of a proposal which would introduce the kindergarten and extend the/add the mandatory two years of senior high school with the technical and vocational tracks for the students not pursuing higher education. The previous 10-year system was removed and the new one was intended to improve students' skills as well as provide them with better job prospects, especially in the area of manual labor.
Moreover, the Department of Education’s Bureau of Curriculum Development ensures the curriculum remains relevant and responsive by offering special programs tailored to diverse learner needs. These programs include journalism, arts, and sports, enabling students to develop skills aligned with their interests and capacities (Department of Education, 2020). This initiative underscores the government’s strategic commitment to fostering a skilled and adaptable workforce through education reform.
The school is proud to offer the Special Program in the Arts (SPA). It has achievements in music, dance, theater, visual arts, creative writing, and media arts. The program aims to provide talented students with a good high school education while building their skills in different art forms. It also helps them understand Filipino culture, develop national pride, express their ideas through art, and prepare them for future work and life (Department of Education, 2020; DepEd Masbate City, 2023).
With its targets to be an arts-oriented school, it raised its excellence in producing positive learning outcomes such as creating a positive attitude to learning, developing a greater sense of personal and cultural identity, and fostering more creative and imaginative ways of thinking among high school students. Nevertheless, there were issues encountered throughout its application, which eventually led the organization to carry out its programs, projects, and activities poorly, like not having enough resources to integrate the new curriculum and instruction, lack of budget for training and activities, less practice space, and difficulty in admission assessment (Villarosa & Baluyos, 2023).
There is still a gap between SPA policies on Special Projects in Arts (SPAs) and what actually happens in schools. The SPA aims to provide a holistic education and supports national and global goals, but its success depends on teachers. Many teachers face problems such as a lack of materials, weak school support, and many other academic duties. Only a few researchers have studied teachers’ real experiences (Leocario & Pawilen, 2015). This study aims to fill that gap by describing teachers’ views on SPA, the challenges they face, and the strategies they use. It also examines how funding, training, policy, and community support affect the program. The goal is to provide information that will help improve arts education and support SPA teachers.
Statement of the Problem
This study explored on the experience and perception of Special Program in the Arts (SPA) teachers at Mahaplag National High School-Upper in Municipality of Mahaplag
Specifically, it sought to answer the following questions:
1. What were the experiences of teachers in teaching Special Program in the Arts?
2. What challenges do educators faced in the delivery of the Special Program in the Arts (SPA)?
3. How do educators perceive and respond to the challenges encountered during the integration of the Special Program in the Arts?
4. What insights do educators and researchers offer regarding intervention programs that could address challenges in the implementation of the Special Program in the Arts?
METHODOLOGY
Research Design
A descriptive phenomenological research design was employed in this study to examine the experiences of SPA teachers in implementing the Special Program in the Arts (SPA) under the K to 12 Basic Education Curriculum. The adoption of a phenomenological design is significant as it permits the researcher to acquire a more profound insight into the teachers' actual ordinal experiences, opinions, and obstacles related to the implementation of the program. As such, the study is primarily oriented towards presenting the essence of these experiences from the participants' points of view, thereby providing information that cannot be obtained through purely quantitative methods (Creswell & Poth, 2018).
Research Instrument
The individual face-to-face interviews with the SPA teachers followed a set of open-ended questions that were created to the guide. The semi-structured format does not fix the number of items that are addressed, it instead lets the participants freely elaborate on their experiences, but it is still crucial to point out that central areas such as challenges, needs, opportunities, program perceptions-- are thoroughly discussed. The relevant data was gathered by examining curriculum guides, school reports, program implementation plans and monitoring and evaluation forms through a checklist prepared by the researchers. This triangulation of data allowed for both validation of and additional information to be provided from interviews and focus group discussions.
Validation of the Research Instrument
The semi-structured interview schedule and document analysis checklist were subjected to a rigorous validation process aimed at ensuring the reliability, clarity, and relevance of the research instruments. This process involved:
Expert Review: The research adviser and research instructor reviewed the
research instrument to ensure its validity. Their feedback focused on the content
validity, appropriateness of the questions, and the instruments’ ability to effectively capture the necessary data to address the research objectives.
Revision & Refinement: Based on the experts' feedback, all necessary
Changes were made in these instruments to have more accurate and easily accessible understanding, and relevance. This iterative process ensured that the final instruments were both valid and reliable for gathering comprehensive qualitative data.
Locale of the Study This study was conducted at Mahaplag National High School-Upper at Abuyog, Philippines. The said locale was chosen by the researchers due to its proximity and availability and willingness of the participants to be interviewed.
Participant Selection and Sampling
This consisted of three (3): Special Program in the Arts (SPA) teachers from Mahaplag National High School-Upper. It utilized purposive sampling technique that enabled the researcher to deliberately choose subjects who were in charge and knowledgeable on the implementation of Special Program in the Arts. The respondents were teachers teaching the subjects SPA, who had professional views as to how the curriculum is delivered, strategies in teaching, students' performance and resources at disposal.
Data Analysis
The qualitative thematic analysis method was used to analyze multiple data from semi-structured interviews and classroom observations. This approach also enables the researcher to identify, look into and interpret patterns and themes from the vast text data in order to understand the teachers’ point of view in implementing SPA at Mahaplag National High School-Upper.
Data Gathering Procedure
The study data were gathered through a rigorous process designed to ensure the credibility and reliability of the results. To start with, the researchers obtained the principals permission of Mahaplag National High School-Upper to carry out the research, and the research adviser reviewed and approved the procedures for compliance with the ethical standards. Upon getting the green light, the researchers decided on the participants through purposive sampling, concentrating on the teachers who were directly involved in the classes of the Special Program in the Arts (SPA).The selected teachers were briefed on the objectives of the study, the voluntary nature of their participation, and the confidentiality of their responses. Before the data collection, they were given the informed consent forms to sign.
The study used primary data collected through a checked and tested semi-structured interview guide. Each interview lasted 45-60 minutes and was conducted in a quiet and safe place within the school. With consent, interviews were recorded, and field notes were taken to note non-verbal actions. Important documents such as curriculum guides, lesson plans, rubrics, reports, and school records were gathered to support the data. Triangulation strengthened the findings. Ethical guidelines were followed, and all materials were kept secure.
Ethical Considerations
This research study entitled "A Qualitative Exploration of Teachers’ Perspectives on Implementing the Special Program in the Arts” adhered to strict ethical guidelines. All participants were told about the study, their role, and their right to stop at any time. Their information was kept private and secure. Interviews were done with care. The researcher also explained that joining the study would not affect their teaching work.
Research Reflexivity
In conducting this qualitative exploration of teachers’ perspectives on implementing the Special Program in the Arts (SPA) at Mahaplag National High School-Upper, the researcher maintained a reflexive stance throughout the study to ensure credibility and transparency. A reflexive journal was ke Teachers repeatedly emphasized that the implementation of the Special Program in the Arts (SPA) is hindered by inadequate facilities, limited instructional materials, and the lack of continuous professional development. These constraints negatively impact both teaching quality and student performance (Jones, 2023). As expressed by Participant 2, “An mga pangunahing hagit amo an kakulangan hin pasilidad ngan materyales, kulang nga oras para ha praktis, ngan an panginahanglan hin padayon nga training para ha mga magturudlo. Gakui liwat ad dagdaganhay han akademiko ngan artistiko mga kinahanglanon nan estudyante ngan magturudlo.” or “The main challenges are the lack of facilities and materials, limited time for practice, and the need for continuous training for teachers.” These findings are aligned with Brilliantes (2022), who likewise noted that insufficient physical resources, scarcity of equipment, and the ongoing need for specialized teacher training pose persistent barriers to effective SPA implementation to record personal insights, assumptions, and decisions made during participant selection, data collection, and analysis. This process allowed continuous self-awareness of how the researcher’s background as an educator and interest in arts education might influence interactions with participants and interpretations of data.
For sampling purposes, teachers who were directly involved in implementing spa were purposely sampled to ensure that their experiences and perspectives were authentically represented. The researcher realized that bias may exist when interpreting participants' enthusiasm or frustrations and intentionally utilized reflexive questioning to remain objective. Berger (2015) states reflexivity allows researchers to "critically understood the ways their positionality, or their background, professional history, values, and expectations, shape the process and findings of a research project." By adopting this reflexive practice, the researcher expected to maintain the authenticity and trustworthiness of the research findings, while providing a balanced perspective that honored teachers’ voices and experiences, and at the same time upheld analytical rigor.
RESULTS AND DISCUSSION
This chapter reports the results of the study and presents the conclusions based on the collected and coded data. The following themes were derived from the analyzed and interpreted data.
Implementation of the Special Program in the Arts (SPA)
The instructors indicated that SPA is implemented through special classes that focus on enhancing students' artistic skills in various art forms, mainly music, dance, theatre, and visual arts. Each class includes both theoretical and performance aspects. For example, workshops and culminating event activities are used to highlight students' learning and creativity (Smith, 2024). Participant 1 stated that “Gi-integrate naman an SPA pinagi hin mga espesyal nga asignatura nga nagpapauswag nan artistic skills hin mga estudyante sugad han visual arts, music, dance, ngan theatre. An kada klase may structures nga kurikulum nga may theory ngan performance components. Naghihimo liwat kami hin mga workshop ngan culminating activity para ipakita an mga natutunan han mga estudyante.” (“We integrate SPA through specialized subjects like dance, theatre, music, and visual arts. Each class has theory and performance components. We also hold workshops and culminating activities to showcase students' learning.”) This statement matches the discoveries of Sabit and Herrera (2024), who found that the SPA curriculum is intentionally designed with specific learning areas and components to ensure students develop their artistic skills through a combination of theoretical knowledge and practical application, with culminating activities serving as a vital demonstration of acquired competencies.
Challenges in Teaching SPA
Teachers repeatedly emphasized that the implementation of the Special Program in the Arts (SPA) is hindered by inadequate facilities, limited instructional materials, and the lack of continuous professional development. These constraints negatively impact both teaching quality and student performance (Jones, 2023). As expressed by Participant 2, “An mga pangunahing hagit amo an kakulangan hin pasilidad ngan materyales, kulang nga oras para ha praktis, ngan an panginahanglan hin padayon nga training para ha mga magturudlo. Gakui liwat ad dagdaganhay han akademiko ngan artistiko mga kinahanglanon nan estudyante ngan magturudlo.” or “The primary challenges are the absence of facilities and resources, limited practices beyond training, and a continual need for teacher training." These findings corroborate Brilliantes (2022), who also found that lack of physical resources, lack of equipment, and continuing teacher training to lead implementation of SPA were recurring barriers to effective SPA process.
Strategies in Engaging Students
Teachers highlighted that differentiated instruction is the most effective strategy in dealing with students' varying skills and paces. By assigning tasks according to students' skills and providing feedback, teachers keep students motivated (Brown, 2022). This is evident on the statement of Participant 3 saying “Differentiated instruction works best. We give tasks suited to each student’s skill level, encourage collaboration, and provide individualized feedback. “This statement relates to the findings of Hayes and Clark (2017), who emphasized that differentiated instruction is highly effective in arts-integrated settings, enabling teachers to adjust content and process based on students’ varying skill levels and interests, thereby increasing student engagement, motivation, and collaboration.
Conclusions
The study concludes that the Special Program in the Arts (SPA) at Mahaplag National High School-Upper creates meaningful avenues for students to hone their talents in the arts, as well as their creativity and confidence. Yet, the program encounters difficulties attributed to inadequate facilities, materials, and teacher training. Notwithstanding these challenges, teachers exhibited commitment, creativity, and flexibility in providing quality instruction.
Recommendations
Drawing from the results and conclusion section of the study, the following recommendations are made:
1, To improve the implementation of the Special Program in the Arts (SPA), the school should improve facilities, implement effective policies for providing adequate materials. and promote arts-related activities.
2. Appropriate funds and resources should be allocated by the school administration to support teachers in providing effective instruction. Teachers should be encouraged to attend professional development opportunities, such as seminars, workshops, and trainings, to help improve their instructional strategies and engage students in artistic learning related to SPA.
3. The Department of Education should provide continuous guidance and avenues for professional development for SPA teachers to support continuous success of SPA.
4. Partnerships between the community, parents, and local government institutions, should be encouraged to support SPA with additional resources.
5. Researchers are encouraged to investigate SPA in other schools to broaden understanding and to find best practice for teaching the arts.
REFERENCES
Brilliantes, M. F. (2022). Evaluation of the Special Program in the Arts (SPA) Curriculum: Basis for Program Enhancement. International Journal of Research Publication and Reviews, 3(12), 1910-1914. DOI: 10.55248/gengpi.2022.31258
Escorial, R. V., & Escorial, I. S. (202?.) The lived experiences of the Special Program in the Arts learners in their online performance tasks. EduLine: Journal of Education and Learning Innovation. https://doi.org/10.35877/454RI.eduline1895
Hall, C., & Thomson, P. (2021). Making the most of school arts education partnerships. Australian Educational Researcher, 48(3), 463–480. https://doi.org/10.1007/s41297- 020-00126-0
Hayes, T., & Clark, M. (2017). Arts integration: A study of teachers' perceptions of an arts- integrated curriculum. Journal for Learning Through the Arts, 13(1). https://doi.org/10.21977/D913115683
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Merrick, J., Joseph, M., & Baker, A. (2022). Australian ITE primary students’ preparedness to teach arts education: An investigation of perceptions, beliefs, and confidence. New Zealand Journal for Teachers’ Work, 22(1), 65–84. https://doi.org/10.24135/teacherswork.v22i1.649
Sabit, L. A. S., & Herrera, F. T. (2024). Determinants of work performance of teachers in the Special Program in the Arts (SPA) in Region X, Philippines. Randwick International of Education & Linguistics Science Journal, 5(2), 705–717. https://doi.org/10.47175/rielsj.v5i2.1004
DOI 10.65494/pinagpalapublishing.22
