Vol. 7, Issue 1, Part E (2025)

This phenomenological study delves into the experiences of dance art teachers from the Division of Cotabato, employing in-depth interviews to explore their perspectives on implementing the SPA curriculum. Through phenomenological thematic analysis, the data revealed that teachers reported positive encounters while incorporating dance arts into diverse curricula, fostering critical thinking, creativity, and self-expression through dance among students. The study identified personal growth and continuous learning as outcomes for teachers engaged in teaching dance arts. However, challenges were identified, including lack of resources, managing diverse skill levels, and group dynamics. Teachers addressed these challenges through strategies like, continuous professional development, and resourcefulness despite limited resources. The research offers valuable insights for the Department of Education (DepEd) to enhance the implementation of dance arts. Recommendations include developing a comprehensive curriculum, prioritizing professional development, addressing resource and facility issues, and upholding professional ethics. The findings contribute essential implications for formulating conclusions and recommendations, emphasizing the need for sustained support and improvements in the educational landscape related to dance arts instruction.