Exploring the Pedagogical Content Knowledge and Challenges among Public Elementary Music Teachers in Tandag City, Philippines

Pedagogical Content Knowledge (PCK) are essential for effective teaching, yet music education in the Philippines, particularly regarding intercultural traditions and career preparation remains underexplored (Manila, 2020; Borromeo, cited by Jacinto, 2019). This study examined the state of music education in the Division of Tandag City, focusing on the PCK of public elementary school teachers in Grades 4, 5, and 6. It investigated teachers’ profiles, content knowledge, pedagogical knowledge, and challenges in delivering music education. Data were gathered from 55 MAPEH teachers across 27 elementary schools using a questionnaire. Results revealed that while most teachers had formal education, 94.5% lacked specialized music training. Content knowledge proficiency was found to be at the “beginning†stage, particularly in rhythm (M = 1.35), melody (M = 1.05), form (M = 1.15), and harmony (M = 1.36), with tempo (M = 2.91) being the most proficient area at the “approaching proficiency†stage. Pedagogical knowledge was moderate, with teachers showing confidence in song analysis (M = 3.77) and teaching songs (M = 3.47). Challenges included inadequate training, lack of resources, and negative attitudes toward music. Statistical analysis using ANOVA revealed that music-specific training significantly impacted content knowledge (p = 0.005) and pedagogical knowledge (p = 0.014). Pearson correlation analysis showed weak correlations between content and pedagogical knowledge, with timbre (r = -0.275, p = 0.042) and harmony (r = -0.294, p = 0.029) showing significant negative correlations with teaching effectiveness. The findings emphasized the need for targeted professional development programs to improve music education, with recommendations for enhancing teacher training, integrating music education into teacher preparation, and providing essential resources.