This qualitative study examined the pedagogical challenges and coping mechanisms of elementary MAPEH teachers in Diffun I District during School Year 2025–2026, with particular focus on the persistent “skipping notes” phenomenon in Music instruction. Guided by a Basic Qualitative Research Design, the study involved fourteen purposively selected public elementary MAPEH teachers with at least three years of teaching experience. Data were collected through two rounds of semi-structured interviews, a focus group discussion, and key informant interviews with six Master Teachers. Data analysis followed Braun and Clarke’s thematic analysis. Findings indicate that the “skipping-notes” phenomenon represents a rational and adaptive response to multiple pedagogical and structural constraints rather than instructional neglect. Four key challenges emerged: (1) psychological barriers and limited content mastery among teachers due to non-specialization in Music, often resulting in anxiety and fear of instructional error; (2) limited instructional resources, including the absence of musical instruments and reliable audio-visual materials; (3) insufficient instructional time relative to the breadth and density of the MAPEH curriculum; and (4) a mismatch between students’ preference for activity-based learning and the technical demands of music theory. These conditions collectively encourage teachers to abbreviate or omit technical music lessons. To address these challenges, teachers employed adaptive strategies such as curricular simplification, substitution of theory with performance-based activities, use of online video tutorials as instructional support, just-in-time self-learning, and collaboration through peer mentoring and resource sharing. While these strategies help sustain instructional delivery, they may also contribute to gaps in foundational music literacy.

The study recommends a school-based professional development plan focusing on foundational music literacy training, centralized digital resource repositories, peer-mentoring through Learning Action Cell sessions, and strengthened technology integration to support out-of-field teachers and improve the quality of elementary MAPEH instruction.