IndexingSamboy G. Nabor
San Juan, Calamba City, Laguna 4027
DOI : https://doi.org/10.47191/ijmra/v8-i07-20Google Scholar Download Pdf
ABSTRACT:
This study was conducted in response to increasing concerns regarding the well-being and performance of Physical Education (PE) teachers. Recognizing the physically and psychologically demanding nature of PE instruction, the study aimed to investigate how engagement in moderate-to-vigorous physical activity (MVPA), satisfaction of basic psychological needs, and psychological motivation influence teaching performance. It also examined differences based on teachers’ demographic profiles. The study employed a quantitative descriptive-correlational design involving PE teachers from diverse school affiliations, varying in age, sex, and years of teaching experience. Findings revealed that PE teachers were moderately engaged in MVPA and reported generally high levels of need satisfaction and intrinsic motivation. Teaching performance was consistently rated as high. Significant differences were observed in motivation and need satisfaction based on years of teaching experience and school affiliation. Furthermore, significant positive correlations were found between MVPA, psychological need satisfaction, motivation, and teaching performance. The study concludes that greater engagement in physical activity and the fulfillment of psychological needs are associated with enhanced motivation and improved teaching performance. It recommends institutional initiatives that promote physical wellness and psychological support. This research contributes a novel integrative framework by linking physical activity, motivation, and performance in the context of PE teaching within the Philippine educational landscape.
KEYWORDS:Physical Education, moderate-to-vigorous physical activity, needs satisfaction, psychological well-being motivation, mixed sequential explanatory design
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Volume 08 Issue 07 July 2025
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