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The most recent Health Survey stated that 75% of teachers, headteachers, and other
teaching staff said that they have experienced a myriad of stress and/or anxiety
symptoms in the past two years. 20% said that they've had panic attacks, over 50%
suffered insomnia and/or difficulty sleeping; and over 30% had difficulty concentrating.
Thus, teacher burnout is not just the result of overworking and being underpaid. It can
also be the result of prolonged stress, of feeling isolated and unsupported.

The anticipation of doing more with fewer resources is an increasing aspect of the
profession. In contrast, if it becomes toxic, it can intrude upon one's awareness in a
stressful manner, creating feelings that lead individuals to believe their capabilities in
any given condition are greatly deficient.

These feelings in turn can result in a decrease in attention, ineptness, and/or a lack of
satisfaction in any given situation. Also, experiences of anxiety that diverge from the
standard are maladaptive and can result in the diagnosis of an anxiety disorder.
(American Psychiatric Association, 2010). Few people do not experience anxiety or
apprehension when talking to a group.

Education must become a fun and exciting activity rather than a burden. This
assessment of education should apply across all aspects of the curriculum, which
includes Music, Arts, Physical Education, and Health (MAPEH). The importance of
MAPEH has been documented since its entrance into the educational system.

In an article written entitled, “MAPEH: A Key Learning Area written by Ma. Sylvia M.
Santiago of SunStar Pampanga mentioned that “In general, MAPEH is designed to
develop the physical, mental, emotional and artistic/ aesthetic abilities of every student.

With such, MAPEH teachers undergo a specific curriculum to prepare them for the
different competencies and knowledge and technical know-how to train them on how
to conduct lessons/ instructions in MAPEH. With the current K to 12 curricula, MAPEH is
a key learning area offered because the government and the academe recognized the
value of the fore stated subject in the rounded growth of the learners towards globally
competitive graduates.

Thus, MAPEH must be given focus with equal importance as the other learning areas in
the K to 12 curriculum and collegiate programs. Hickson (2016) stated that “quality
physical education curricula can encourage the holistic growth of students that no other
academic curricula can.” A well-balanced physical education curriculum can augment
and advance the movement proficiency and self-concept of students, thereby
encouraging the chances for life-long participation in physical activity and, eventually,
better health. Moreover, Alfonso R. Miclat Jr.

in his paper entitled determining the personal profile of 22 MAPEH teachers in Hermosa,
Bataan found out that MAPEH is one of the most challenging subjects that a secondary
school teacher teaches. In addition to having four components, it focuses on the full
development of the student. From determining future athletes, dancers, actors and
actresses, doctors, and other medical professionals, the teacher also has to discover
future performers or entertainers. Hereafter, “MAPEH teachers have to execute diverse
roles to bring out the best among their students” (Gantan, 2015).

Likewise, MAPEH teachers are affected in their teaching especially the rules and
regulations of games, as well as the terms used in-game, not only in P.E but also in all
aspects of MAPEH. Examples of these are how to use musical instruments, how to
conduct first aid, and how to utilize materials and equipment correctly. Lastly, familiarity
with the subject is not a big issue but the skills on the application and in transferring
knowledge to the students greatly affect the performance of the teachers.

Execution of something that one has just read and understood without proper timing
and training can result in a misleading teaching performance (Pena, 2014). Significantly,
this paper aims to present the level of teaching anxiety among MAPEH teachers and
citing its significant or non-significant relationship and or difference to various variables
mentioned in this study.
Theoretical Framework This study is primarily based on the purpose to synthesize and
place in perspective contemporary theories and explanations of anxiety among MAPEH
teachers under the jurisdiction of the Public Schools District of General Mariano Alvarez,
Cavite. Significantly, the State-Trait Theory as formulated and conceptualized by Charles
Spielberger will be used to determine the level of anxiety among MAPEH teachers.

Hence, the study examined the variables affecting anxiety among MAPEH teachers in
light of current research. Figure 1 Charles Spielberger's State-Trait Anxiety Inventory
Figure 1 shows Charles Spielberger's State-Trait Anxiety Inventory which will be used as
a framework of the study. The inventory is itemized as Trait Anxiety(T-Anxiety) and State
Anxiety (S-Anxiety).

State-Trait Anxiety Inventory (STAI), as defined by Spielberger, Gorsuch, Lushene, Vagg,

& Jacobs (1983) is a psychological inventory based on a 4-point Likert scale and is
comprised of forty questions on a self-reporting basis. The STAI measures state anxiety,
or anxiety which talks about an occurrence, and trait anxiety, or anxiety level as a
personal characteristic.

Moreover, higher scores are positively correlated with higher levels of anxiety.
Furthermore, STAI was developed by Charles Spielberger, R.L. Gorsuch, and R.E. Lushene,
all of whom are psychologists. Their goal was to create a set of questions that can be
applied towards evaluating different types of anxiety. This was a new breakthrough
because all other questionnaires just focused on one type of anxiety.

Significantly, the STAI can be applied across a variety of socio-economic standings. It is

utilized in diagnosis, both in clinical and other settings, as well as in research and
distinguishing the difference between anxiety and depression. Significance of the Study
Given the light and rationale, the results of this study will be beneficial to the following:
District/ Division Supervisors and Superintendents.

The results of this study would help higher authorities of the Department of Education
(DepEd) to re-evaluate curriculum and policies whether it supports the program of the
government in dealing with teachers' anxiety. Moreover, the results could also be the
basis for the formulation of other policies, programs, and seminars not just for teachers
but also for students and guidance counselors. School Managers / Administrators.

With the result of the study, they will be able to assess the training, programs, and
seminars given to MAPEH teachers to be responsive to the demands of the learners and
of the curriculum. Moreover, the administrators would know the different anxiety
manifestations as observed to MAPEH teachers and could include these insights as one
of the future topics included in GAD Seminars especially in formulating faculty
development programs. Teachers.

Since they play a vital role in the teaching-learning process, the results of this study
would help them devise lesson plans integrating awareness on the signs and
manifestations of anxiety as learners somehow experience the same dilemma.
Students/Teenagers. The results of this study will be beneficial to other teenagers and or
students to be aware of the different manifestations of anxiety at their level.

Significantly, the study aims to present significant variables that may affect the anxiety
level among MAPEH teachers and hopes to suggest meaningful recommendations on
addressing one of the biggest issues among teachers yet the most neglected ones.
Government Officials. The results of this study will help government officials especially
those that concern the health units to invoke beneficial programs to lessen stress and
anxiety levels. Furthermore, the results further hope the effects mentioned would be
addressed through seminars and training aided by LGUs.

Statement of the Problem The purpose of this study is to determine the anxiety among
MAPEH teachers to address the above-mentioned problem. Specifically, it seeks answers
to the following questions: 1. What is the demographic profile of the respondents in
terms of 1.1 Age; 1.2 Gender; 1.3 Highest educational attainment; 1.4 Area of
specialization; 1.5 Length of service as MAPEH teacher; 1.6

Hours of MAPEH seminars/training attended (for the past five years) 2. What are the
common difficulties encountered by the respondents that are related to: 2.1 Mastery of
subject matter; 2.2 Facilities and equipment; 2.3 Strategies and techniques; 3. What is
the level of anxiety among MAPEH teachers? 4 Is there a significant difference between
the difficulties encountered by respondents and the level of anxiety among MAPEH
teachers in terms of: a. Age; b. Gender; c. Highest educational Attainment; d. Length of
Service; e. Hours of MAPEH Seminar 5.

Is there a significant relationship between the respondent’s profile and the common
difficulties they encountered? Hypothesis Based on the question proposed in this study,
the following hypotheses were tested: There is no significant difference amid the
difficulties encountered by respondents and the level of anxiety among MAPEH teachers
in terms of Age; Gender; Highest educational Attainment; Length of Service; and Hours
of MAPEH Seminar There is no significant relationship among the respondent’s profile
and the common difficulties they encountered.

Scope and Delimitation of the Study This research paper is primarily focused on the
anxiety of MAPEH teachers in GMA District. The chosen respondents are selected
through stratified random sampling. The subjects of the study are limited to MAPEH
teachers only from the municipality of General Mariano, Cavite specifically GMATHS and
San Jose Community High School- Junior High School Department in which the
researcher is currently affiliated.

Basically, the gathering of the main data is to be collected from the respondents of the
study through a validated questionnaire anchored on Charles Spielberger's State-Trait
Anxiety Inventory (STAI). Moreover, an interpretation of the result will be assessed based
on the guidelines provided by the questionnaire. The result of this study is determining
the level of anxiety of MAPEH teachers and suggested faculty program addressing the
said problem but the implementation of the said program would not be a part of this
study anymore.

Conceptual Framework This study is focused on the anxiety of MAPEH teachers

specifically understanding their level of anxiety. This research is conceptualized using
the Input-Process- Output or IPO model as illustrated in figure 1. The Input (I) includes
the demographic profile of the respondents such as age, gender, number of years in
teaching, area of specialization; length of service as MAPEH teacher; and hours of
MAPEH seminars/training attended (for the past five years).

On the other hand, the Process (P) comprises the result of the State-Trait Anxiety
Inventory Questionnaire which is a standardized form of an instrument measuring the
level of anxiety. Finally, the Output (O) shows the Level of Anxiety of MAPEH Teachers.
Figure 2. The Conceptual Framework of the Study Definition of Terms and Acronyms In
the light of the research, and to be able to better understand this study, the following
terms were hereby delineated and are defined operationally: Anxiety- refers to the
teachers' uncomfortable feeling and psychological manifestations through some
problems that he/she encounters in the area of: mastery of subject matter; facilities and
equipment; strategies and techniques; and students.

The anxiety level is the main variable of the study. Conscientiousness- is the personality
trait of being careful. It indicates a want to do well on a task, and to take duties to
others seriously. Demographic Profile- refers to the respondents' Age; Gender, Highest
Educational Attainment, Area of Specialization, Length of service as a teacher, and hours
of MAPEH seminars/training attended for the past five (5) years.

MAPEH- is a learning area taught among Junior High School students with its
components as Music, Arts, Physical Education, and Health. MAPEH Teacher- is a
facilitator of learning teaching MAPEH subject whether this is his/her field of
specialization or not. Self-Esteem- is a psychological term showing confidence in one's
worth or abilities; self-respect Social Support- awareness and certainty that one is cared
for, has support accessible from other people, and most commonly, that one is part of a
sympathetic societal network.

Stress- is an unusual feeling of discomfort manifested through words, and actions. State
Anxiety- can be defined as fear, nervousness, discomfort, etc., and the stimulation of the
autonomic nervous system induced by different circumstances that are seemingly
dangerous. This type of anxiety is considered temporary and denotes the feeling of a
person during a perceived threat.

State-Trait Anxiety Inventory- is a questionnaire that will serve as the instrument of data
gathering. Trait Anxiety- can be defined as feelings of stress, worry, discomfort, etc. that
one experiences on a day-to-day basis. This is usually perceived as how people feel
across typical situations that everyone experiences daily.

Chapter II Review of Related Literature Teachers' Anxiety As active participants of the

classroom procedures, teachers or prospective teachers may sometimes experience
anxiety while they are delivering a lesson.

However, especially in the earlier studies, it was quite difficult to determine the types
and measure anxiety levels experienced by teachers since the notion of anxiety was
mostly associated with concerns, problems, and needs of the teachers. To address these
concerns, scales were developed to measure teacher anxiety in an efficient way (Parsons
et. Al).

Anxiety studies concerning teachers are mainly focused on general concerns and
problems of teachers rather than subject matter concerns and problems. Bearing in
mind the descriptions and conceptualization of the concept of anxiety, teaching is seen
as a distinct concept that causes anxiety. Bernstein theorized that teaching anxiety is a
part of speech anxiety.
As stated by Bernstein, “teaching anxiety is an amalgamation of experiences that
includes psychological arousal, subjective distress, and behavioral disruption”. Although
they agree with his proposal in terms of speech anxiety, Gardner and Leak believe that
teaching anxiety includes uneasiness regarding the interaction with the audience which
involves inquiries from students, instant negative feedback, class disruptions, or end-of-
term student evaluations as different from speech anxiety.

In this respect, Gardner and Leak (2014, p. 28) conceptualize teaching anxiety as “anxiety
experienced concerning teaching activities that involve preparation and implementation
of classroom events”. For more than three decades, teacher anxiety has become the
favorite topic of researchers.

Keavney and Sinclair (2015) found teacher concerns and teacher anxiety as an ignored
topic of classroom research. They identified the research areas of teacher anxiety as i)
the conceptualization of teacher anxiety, ii) measurement of teacher anxiety, iii) sources
of teacher anxiety (concerns as sources and correlates of teacher anxiety as sources), iv)
and consequences of teacher anxiety non-survival in the teaching profession, affective
impact, achievement, and coping styles).

More importantly, several studies have been conducted to explore the sources of and
solutions to teacher anxiety in the last 30 years. In this case, is the study of Abel and
Sewell (2015) found that poor working conditions and staff relations were the two most
significant sources of stress and burnout among rural and urban secondary school
teachers.

According to Tytherleigh, Webb, Cooper, and Ricketts (2015), the most significant
source of stress for the higher education staff in the UK was job insecurity. Work
relationships, control, and resources, and communication were also among the issues
creating high levels of stress. Also, Levin (2011) explains the role teachers play in the
classroom and how attitudes in the classrooms are shaped by the teachers' emotional
stability and the views they express.

Unrealistic expectations to maintain high levels of effectiveness, place pressure on

teachers, and create a sense of sadness and loss (Hall & Hord, 2001). What is seen as
less positive dispositions towards change and transformation often are stress and
distress over the loss of confidence and familiar pedagogical content knowledge.
As a result, teachers' self-esteem suffers; they become over-critical of their teaching
which in turn influences their relationships with other stakeholders (Du Plessis, 2015).
Out-of-field teachers experience emotional stress when they feel they are not in control
of their teaching situation (Du Plessis, 2005) and it develops into behavioral concerns.

Even specialist teachers are more likely to leave schools where there are behavioral
concerns or the school environment is perceived as dysfunctional (Olson, 2014) Teachers
Teaching MAPEH Subject Music, Arts, Physical Education and Health (MAPEH) is
designed for secondary students as a means of understanding varied phases of human
existence in more than practical sense.

Hence, the course carries a variety of activities, new ideas, and updated information that
are planned, organized, and developed faithfully for an interesting and balanced MAPEH
program. Every component of MAPEH is divided into units of lessons to emphasize their
salient topics. Its components are taught in the school curriculum because music and
arts encourage brain development and physical education and health encourage one to
look after their body through regular exercise and a healthy lifestyle.

The Music and Arts Program seeks to expose students to and develop an appreciation
for Philippine, Asian, and Western music. Students do not only acquire factual and
theoretical knowledge but are also introduced to applications like singing, playing
Filipino and Asian instruments, listening to recordings, and reading, writing, and creating
music.

Physical Education aims to make the students physically strong, well-poised, sound and
efficient, mentally alert and active, and emotionally tempered and well-balanced.
Moreover, each year level takes on a different fitness program such as sports,
gymnastics, dancing, and martial arts. Health Education is designed to keep students
abreast with health concerns and issues; Lessons on Health Assessment, Proper Hygiene,
First Aid, Drugs and Substance Abuse, Mental Health, Communicable and Non-
communicable diseases, Alternative Medicine and Nutrition and Fitness all aim to lead
the students to adopt a healthy lifestyle (Abcalen, 2015). This education view should
apply across all the disciplines contained in the curriculum, one of which is the MAPEH
program.

The importance of MAPEH education has been recognized since its first appearance in
the educational system. MAPEH which stands for Music, Arts, Physical Education, and
Health has a great implication on people's way of living. At the very least, music and arts
provide an outlet for relaxation. Physical Education teaches the importance of keeping
the body active and moving.

Health teach us how to stay well and stuff that one should not do to avoid unwelcome
medical conditions (Abcalen, 2015). Besides, MAPEH program also aims at developing
an individual's physical, emotional, social, and intellectual ability at an optimum level. It
is a vital part of every child's learning experiences.

It helps the child's acquisition of a well-versed character which allows him to live fully,
happily, and efficiently. Therefore, MAPEH is very essential in everyday life. At the very
least, music and arts provides us outlet for relaxation. Physical education teaches the
importance of keeping the body active and moving.

First, the rudimentary motor skills (large arm/ leg movements), then going smaller until
fine motor skills (handwriting or finger movements, etc.) are developed. In elementary
school, it is vital to have daily PE because this offers the physical actions that allow a
child to develop the ability to write. Then again, music and art are important in brain
development.

Learning about and being exposed to these art forms trigger changes in the brain that
allow greater learning and also allow children who have talents in these areas to feel
successful (Lopez, 2016). Additionally, the MAPEH program is one of the essential
courses in the Teacher Education curriculum that promotes the wholesome
development of each individual to attain a richer and nobler life. It makes every learner a
dependable member of the community that will contribute to its betterment.

Furthermore, the MAPEH program also provides the newest information or proper
methods and enhanced activities that will awake the interest of every individual in
music, cultivate their creativity in art, gradually improve their physical fitness, promote
consciousness in their health, and ultimately develop their well-being. Likewise, this
program aims to produce successful graduates who can employ relevant teaching
techniques in music, arts, physical education, and health.

With the aforementioned benefits that the MAPEH program provides to both educators
and students, it was thus imperative to look at every area concerning it. One of the
crucial components of the program is instruction. Teacher Education students under the
MAPEH program are always encouraged to adopt teaching strategies that are based on
the understanding of every learner's individuality.
This calls for both MAPEH faculty members and education students to take a variety of
teaching approaches that could address individual differences. Undeniably, there is no
single best way to teach a MAPEH subject for a teacher has to waver among teaching
methods that would best work for the learners. The instruction thus needs to be
assessed as this would indicate the quality of education provided among the students.

Another area which was concentrated on in this study was the teachers' qualification in
teaching the subject. Similarly, it has been obligatory for professional teachers to take
the licensure examination and this test does not exempt MAPEH teachers. Licensure
examinations serve as the major component in the screening process of prospective
teachers.

It gives a high level of assurance that education graduates who have passed the
Licensure Examination for Teachers (LET) are given legal consent to exercise their
profession. It is indeed one of the actors that influence the overall quality of a teacher.
However, it has been a common observation that the teacher education institutions are
getting low passing rates in terms of the LET performance and are even reflected in the
LET results of education graduates who have taken areas of specialization like MAPEH.

Indeed, what makes an effective teacher is the multiple characteristics such as

dynamism, enthusiasm, flexibility, creativity…which help them to positively contribute to
the academic, attitudinal, and social outcomes for students, however, an out-of-field
teacher may not be able to attain effectiveness if he/she comes across the adverse
position. Teaching Anxiety of MAPEH Teachers Research on the topic of anxiety has
shown that many factors affect the amount of anxiety perceived by teachers.

Sex, experience, school type, the physical condition of the class and school, personality,
students' characteristics, relationship with administrators and students' parents, the
context, grade level of teaching, family concerns, monetary problems changes in
national or local curriculum are not all but some of the factors contributing to the level
of stress and its consequences.

More so, Shillingford, Patel, and Ngazimbi (2012) point out that teachers encounter a
plethora of challenges, for example, educational, legislation, school reform policies,
teacher-parent relationships, conflict with other teachers, etc. that could potentially
induce symptoms of anxiety. There is a belief that circumstances in which teachers are
working force them to do their job badly.
For example, to take the physical condition of a language center into account, most
such places in the context of Iran are old buildings with no proper ventilation and
shabby classes which get on teachers' nerves. Travers (2013), citing the words of other
scholars working in the field, pointed out that the inappropriate primary factors directly
affect teaching, create limitations, or produce tension.

Such primary factors, in particular, include poor physical working conditions, inadequate
school buildings and equipment, an unpleasant work environment, class sizes, and noise
levels. The amount of job-related stress in teaching is not uniform and it may fluctuate
throughout the career as it is greatly influenced by surroundings and life hallmarks.

Experience as another important stress-related factor in the teaching profession plays a

prominent role in the level of stress and the types of stressors. An Australian study by
Lauglin suggested that the chief concerns of younger teachers are the pupils, whereas
for those in their middle years the major source of stress is career aspects and the actual
teaching itself is the problem for older teachers.

Gardner and Leak investigated teaching anxiety among college educators and found
that 87% of 102 respondents experienced teaching anxiety. Indeed, they claimed that
teaching anxiety is more likely to occur at the beginning of the term and certain
demographic characteristics were correlated with it. However, they only conducted the
study among psychology teachers who are professionals in the field of psychology and
are well-aware of the methods of handling such anxious situations.

According to Abas (2019), it has been obligatory for professional teachers to take the
licensure examination and this test does not exempt MAPEH teachers. Licensure
examinations serve as the major component in the screening process of prospective
teachers. It gives a high level of assurance that education graduates who have passed
the Licensure Examination for Teachers (LET) are given legal consent to exercise their
profession. It is indeed one of the actors that influence the overall quality of a teacher.

However, it has been a common observation that the teacher education institutions are
getting low passing rates in terms of the LET performance and are even reflected in the
LET results of education graduates who have taken areas of specialization like MAPEH.
Abas (2019) As observed by Abas (2019), the “out-of-field teaching” phenomenon is one
of the least recognized issues in Philippine education.
Although there are some articles and blogs related to the issue, the absence of accurate
data and statistics is a huge factor in increasing awareness of such. For instance, a
regular teacher who is professionally qualified to impart knowledge through teaching
may be considered as unqualified by practice not because of the amount of education,
but due to lack of fit between the teacher's field and teaching assignment.

Lopez (2016) Indeed, what makes an effective teacher is the multiple characteristics such
as dynamism, enthusiasm, flexibility, creativity…which help them to positively contribute
to the academic, attitudinal, and social outcomes for students, however, an out-of-field
teacher may not be able to attain effectiveness if he/she comes across the adverse
position. Santiago (2017) One of the most significant problems in education is the
misassignment of teachers to out-of-field teaching.

Among insiders, this practice is sometimes called “education's dirty little secret”. Yet, it is
not a secret at all. The misassignment of teachers is a glaring problem that has existed
for decades, particularly in several fields (such as science and mathematics) that are
most competitive with the industry.

Abas (20 Correlates of Teaching Anxiety In another attempt to investigate teacher stress,
Jepson and Forrest (2016) have recently found that achievement striving and
occupational commitment were two individual contributory factors in teacher stress.
Furthermore, lack of time (Coates &Thoresen; Leach; Kyriacou), heavy workload, poor
student behavior, and inadequate resources were also identified as instigators of
teachers' anxiety in teaching.

In a recent study with librarians as teachers, Davis (2017) listed the physical symptoms of
teacher anxiety as sweating, upset stomach, heart palpitations, and others; mental or
emotional symptoms as being able to answer tough questions' or preparation, public
speaking fears, and negative self-talk. Similarly, Bruner (2016) explains that the process
of learning, constructing reality, and meaning generation always includes emotions and
feelings, and these emotions and feelings are evident in how the school community
responds to schools.

Disappointment and the unpopularity of schools are often the results of their failure to
deliver quality education (often caused by the lack of suitably qualified teachers) and to
understand the expectations, perceptions, and educational needs of the wider school
community (Bush, 2003). In the same light, according to Glori Chaika, (Education world,
2016), “Teacher shortages, primarily in the areas of special education, math, and science,
vary by region and by the school district, but critical shortages do exist throughout the
country.

Thus, school boards throughout the country face increasing difficulty finding and
keeping certified teachers, especially in the areas of math, science, and special
education. In analyzing data from the U.S. Department of Education, University of
Georgia sociologist Richard M. Ingersoll learned that approximately 28 percent of all
high school math teachers lack even the equivalent of a college minor in math.

In their research, Klassen and Chiu (2010) found that there is a relationship between the
years of experience and challenges academics face on the job. It is claimed that novice
teachers have a challenging time teaching the subject matter; however, middle and late-
career stages bring their challenges that can influence satisfaction.

Findings of a study in India showed that junior college teachers experienced significantly
higher levels of some stressors in comparison to senior teachers (Kumar, & Deo, 2011).
In an investigation by Ameen, Guffey, and Jackson (2010) which was done among
accounting professors in the United State, it was found that teaching anxiety is mainly
associated with rank, age, and years of experience.

Age and experience have also been linked to the experience of stress in teaching in that
it has often been suggested that the highest levels of stress might be experienced by
recent entrants to the profession (usually younger teachers). This may be because they
have not yet acquired the expertise required to cope with the job (Trawers, 2003).

In the same light, a study by Coates and Thoresen concluded that younger and less
experienced teachers felt greater stress than their colleagues from pressures associated
with discipline, poor promotion prospects, and management issues. Edworthy (1988)
discovered that a major source of stress for younger teachers was pupils' general low
ability.

State-Trait Anxiety Inventory (STAI) Cattell (1966; Cattell & Scheier, 1961) first proposed
the state-trait distinction in anxiety research, and was later elucidated and emphasized
by Spielberger (1966, 1971, 1972, 1975, 1976). The concept of anxiety requires reflection
of both the nature of anxiety as a transitory emotional state (S-Anxiety) that fluctuates in
intensity and varies over time and individual variances in anxiety proneness as a
personality trait (T-Anxiety). Spielberger (1970, pp.
39) defined S-Anxiety as: “… a transitory emotional state or condition of the organism
that varies in intensity and fluctuates over time. This condition is characterized by
subjective feelings of tension and apprehension, and activation of the autonomic
nervous system. Level of A-State should be high in circumstances that are perceived by
an individual to be threatening, irrespective of objective danger; A-State intensity should
be relatively low in non-stressful situations, or in circumstances in which existing danger
is not perceived as threatening.”

Trait anxiety refers to individual variances in how frequently anxiety is usually

experienced. Individuals high in T-Anxiety as a personality trait tend to notice a wider
range of situations as more hostile than those who are low in T-Anxiety, especially
circumstances involving social evaluation. As conceptualized by Spielberger (1970, pp.

39), T-Anxiety is “… relatively stable individual differences in anxiety proneness; that is,
to differences in the disposition to perceive a wide range of stimulus situations as
dangerous or threatening, and in the tendency to respond to such threats with the A-
State reactions. A-Trait may also be regarded as reflecting individual differences in the
frequency with which A-States have been manifested in the past and in the probability
that such states will be experienced in the future.

Persons who are high in A-Trait tend to perceive a larger number of situations as
dangerous or threatening than persons who are low in A-Trait, and to respond to
threatening situations with A-State elevations of greater intensity”. It should be noted
that Spielberger (1970) initially used A-State and A-Trait in his earlier work to refer to his
STAI measures of state and trait anxiety.

These acronyms were then replaced with S-Anxiety and T-Anxiety to more clearly
distinguish between anxiety and state and Measuring State and Trait Anxiety. The
original 40-item STAI (Form X) was developed to provide a consistent and valid
questionnaire for assessing state and trait anxiety in research and clinical contexts
(Spielberger et. al, 1970). In answering the 20 S-Anxiety items, subjects are directed to
report the intensity of their anxiety “right now, at this moment”.

The directions for the 20 T-Anxiety items necessitate respondents to report how often
they have experienced anxiety. The State-Trait Anxiety Inventory (Spielberger, et al,
1970), the most widely used measure of anxiety internationally, has been utilized in
more than 8,000 published research studies in psychology, education, medicine, and
other disciplines, as well as in numerous unpublished theses and dissertations.
Synthesis Teaching a subject without formal training in that subject has for a long time
been a prohibited practice. Despite the reality that numerous educators have
encountered, just a few have talked up about it because of its pervasiveness. Thus, little
consideration had been given to the impacts of out-of-field instruction on teacher well-
being and retention, and on student attainment and participation.

The importance of MAPEH education has been recognized since its first appearance in
the educational system. MAPEH which stands for Music, Arts, Physical Education, and
Health has a great implication on people's way of living. Significantly, learning about
and being exposed to these art forms trigger changes in the brain that allow greater
learning and also allow children who have talents in these areas to feel success.

On the other hand, innumerable teachers, particularly in far-flung schools, are assigned
to teach subjects that are not within their majors. Additionally, out-of-field teaching is
not just the result of a shortage of teachers. Out-of-field teaching policies for handling
vacant classrooms-- explicitly, the hiring of less than qualified teachers, the
reassignment of teachers from other subject areas, or the hiring of substitute teachers--
all attributed to out-of-field teaching.

In the Philippines, out-of-field teaching is important, but long unknown, the problem in
schools and education in general. Lopez (2016) Few educational problems has attracted
more attention in recent times than the failure to ensure that our nation's elementary
and secondary classrooms are staffed with qualified teachers.

For the previous years, studies, independent commissions, and reports heavily lamented
the standard of qualifications and quality of our teachers. Definitely, the problem which
has poorly affected their quest for quality education could be because of the significant
number of education graduates who are specialists in such subjects and to the number
of teachers being hired to teach not their subject of specialization.

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