This qualitative study aimed to identify the challenges and innovations by MAPEH teachers during the pandemic. This research utilized a phenomenological design in which the researcher explores real-life, in-depth information of 9 MAPEH teachers from DepEd. Validated structured questions were used as instruments in the study. The participant’s responses underwent a thematic analysis using the Creswell method. Results revealed that the participants often experience emotional and mental stress caused by the pandemic’s unanticipated changes, fear, and worry for their professions, lives, students, and families. They found adjusting to the current circumstances, where getting out, meeting new people, and traveling difficult. They are most likely to encounter workplace conflicts due to miscommunication and negligence of duty. Participants took steps to resolve these conflicts and create a harmonious workplace environment so that they could perform effectively as the teaching workforce of their respective stations. The teachers should only be the people administering the learning. They should be given time to help students and focus on being a teacher by giving the printing of module responsibilities to other possible qualified persons who should only focus on the said activity. The teachers should be given more emotional and mental health management programs or orientations to help them and their peers to correlate with the needs of their peers and promote social relationship developments to avoid conflicts and have a progressive performance as school faculty.