Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 38 no. 10 (2025)

Teaching Efficacy and Motivation as Determinants of Job Performance of MAPEH Teachers

Rhoda Talib | Porferia S. Poralan

Discipline: others in psychology

 

Abstract:

Teaching efficacy and motivation are regarded as crucial elements that influence the job performance of Music, Arts, Physical Education, and Health teachers in Philippine public schools. This study determined the significant influence of teaching efficacy and motivation on job performance among MAPEH teachers using a quantitative method, specifically a descriptive-correlational research design. Total enumeration sampling was employed to gather data from MAPEH teachers in Cluster 1, Davao City. Data were collected through adapted and validated questionnaires and analyzed in descriptive statistics using mean, standard deviation, Pearson product-moment correlation, and multiple regression analysis to assess the levels of teaching efficacy, motivation and job performance. The findings revealed that the respondents had a very high level of teaching efficacy (M=4.53, SD=0.36), high level of motivation for teaching was rated as high with (M=4.11, SD=0.30) and job performance of MAPEH teachers was evaluated as very high (M=4.83, SD=0.60). Furthermore, there was a significant relationship between teaching efficacy and job performance, as well as between motivation and job performance (p=0.05). In terms of influence, both teaching efficacy and motivation significantly predicted job performance (p=0.05), with motivation contributing a slightly higher unique variance. The study recommends targeted professional development to enhance efficacy and motivation.



References:

  1. Abós, Á., Sevil, J., Martín-Albo, J., Aibar, A., & García-González, L. (2018). Validation Evidence of the motivation for teaching scale in secondary education. The Spanish Journal of Psychology, 21. https://doi.org/10.1017/sjp.2018.11
  2. Abós, Á., Haerens, L., Sevil-Serrano, J., Morbée, S., Julián, J. A., & García-González, L. (2019). Does the level of motivation of physical education teachers matter in terms of job satisfaction and emotional exhaustion? A Person-Centered Examination based on Self-Determination Theory. International Journal of Environmental Research and Public Health, 16(16), 2839. https://doi.org/10.3390/ijerph16162839
  3. Abde, R., B., J., Balala, R., Bandiwan, M., Deang, J., Losnong, G., Quinio, M., Salbino, J., Velasco, J., & Eguia, M. (2024). Teacher’s feedback on students’ motivation and academic engagement. Cognizance Journal of Multidisciplinary Studies, 4, 1–8. https://doi.org/10.47760/cognizance.2024.v04i07.001
  4. Abun, D., Natividad, E. B., Nicolas, M. T., Magallanes, T., & Mansueto, J. M. (2022). Examining the effect of teacher’s self-efficacy on job satisfaction. International Journal of Research in Business and Social Science (2147-4478), 10(8), 338–349. https://doi.org/10.20525/ijrbs.v10i8.1503
  5. Adamma, O. N., Ekwutosim, O. P., & Unamba, E. C. (2018). Influence of extrinsic and intrinsic motivation on pupils academic performance in mathematics. SJME (Supremum Journal of Mathematics Education), 2(2), 52–59. https://doi.org/10.35706/sjme.v2i2.1322
  6. Ajadi, M. T., & Kayode, F. E. (2022). Influence of teaching resources on physical education teachers effectiveness in Kwara State, Nigeria. International Journal of Educational Innovation and Research, 1(1), 11–18. https://doi.org/10.31949/ijeir.v1i1.1861
  7. Al Rawahi, N., & Yousef, A. (2021). Teaching Efficacy Level of Physical education Teachers in Oman and Kuwait Countries: A Cross-Sectional Study. International Journal of Higher Education, 10(2), 9. https://doi.org/10.5430/ijhe.v10n2p9
  8. Ali, A., & Haider, S. Z. (2017). Developing a Validated Instrument to Measure Teachers’ Job Performance: Analyzing the Role of Background Variables. Journal of Educational Research, 20(1), 21.
  9. Alnahdi, G. H., & Schwab, S. (2021). Special Education Major or Attitudes to Predict Teachers’ Self-Efficacy for Teaching in Inclusive Education. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.680909
  10. Alsalhe, T. A., Chalghaf, N., Guelmami, N., Azaiez, F., & Bragazzi, N. L. (2021b). Occupational Burnout Prevalence and Its Determinants Among Physical Education Teachers: A Systematic Review and Meta-Analysis. Frontiers in Human Neuroscience, 15. https://doi.org/10.3389/fnhum.2021.553230
  11. Alkasasbeh, W., & Amawi, A. (2024). Elevating physical education teachers through technology integration. International Journal of Interactive Mobile Technologies (iJIM), 18, 16–26. https://doi.org/10.3991/ijim.v18i02.43669
  12. Baker, C. S. (2018). The role of self-regulated learning in academic success. Journal of International Education Research, 11(1), 7-22.
  13. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
  14. Bandura, A. (2007). Much ado over a faulty conception of perceived self–efficacy grounded in faulty experimentation. Journal of Social and Clinical Psychology, 26(6), 641-658.
  15. Banerjee, R., & Halder, S. (2021). Amotivation and influence of teacher support dimensions: A self-determination theory approach. Heliyon, 7(7), e07410. https://doi.org/10.1016/j.heliyon.2021.e07410
  16. Barkley, C. M. (2018). The relationship between teachers’ use of regulatory strategies and their beliefs about the effectiveness of these strategies. Journal of Research in Personality, 56(1), 26-44.
  17. Basalan, J. P., Cautivo, D. J. U., Dela Victoria, K. J. A., & Broa, D. I. G. (2024). Coping with the challenges in teaching MAPEH subjects among non-specialized teachers of Division of Davao Del Sur. International Journal of Innovative Research in Multidisciplinary Studies, 3(4). https://doi.org/10.58806/ijirme.2024.v3i4n18
  18. Baumgartner, M. (2022). Professional competence (s) of physical education teachers: terms, traditions, modelling and perspectives. German Journal of Exercise and Sport Research, 52(4), 550-557. https://doi.org/10.1007/s12662-022-00840-z
  19. Baykara, Z. E., & Orhan, R. (2020). An Analysis of Job Satisfaction Levels of Physical Education Teachers in Ankara, Turkey. Educational Research and Reviews, 15(2), 65-71.
  20. Bertills K, Granlund M and Augustine L (2019). Inclusive Teaching Skills and Student Engagement in Physical Education. Front. Educ. 4:74. doi: 10.3389/feduc.2019.00074
  21. Bertills, K., Granlund, M., Dahlström, Ö., & Augustine, L. (2018). Relationships between physical education (PE) teaching and student self-efficacy, aptitude to participate in MAPEH and functional skills: with a special focus on students with disabilities. Physical Education and Sport Pedagogy, 23(4), 387-401. https://doi.org/10.1080/17408989.2018.1441394
  22. Bhandari, P. (2021). A guide to ethical considerations in research. Scribbr. Retrieved December, 18, 2021.
  23. Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-575. https://doi.org/10.1080/0969594x.2018.1441807
  24. Bleidorn, W., Hopwood, C.J. and Lucas, R.E. (2018), Life Events and Personality Trait Change. J Pers, 86: 83-96. https://doi.org/10.1111/jopy.12286
  25. Brown, G. T., O’Leary, T. M., & Hattie, J. A. (2018). Effective Reporting for Formative Assessment. Score Reporting Research and Applications, 107. https://doi.org/10.4324/9781351136501-11
  26. Bryant, D. P., Bryant, B. R., & Smith, D. D. (2019). Teaching students with special needs in inclusive classrooms. Sage Publications.
  27. Bukhari, S.M., Jamali, S.G., Larik, A.R., & Chang, M.S. (2021). Fostering intrinsic motivation among teachers: Importance of work environment and individual differences. International Journal of School & Educational Psychology, 11, 1 - 19. DOI:10.1080/21683603.2021.1925182
  28. Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. https://doi.org/10.1016/j.learninstruc.2019.101302
  29. Cañabate, D., Santos, M., Rodríguez, D., Serra, T., & Colomer, J. (2020). Emotional Self-Regulation through Introjective Practices in Physical Education. Education Sciences, 10(8), 208. https://doi.org/10.3390/educsci10080208
  30. Capel, S., & Cliffe, J. (2020). Starting out as a physical education teacher. In S. Capel, J. Cliffe, & J. Lawrence (Eds.), Learning to teach physical education in the secondary school: A companion to school experience (5th ed., pp. 1–13). Routledge. https://doi.org/10.4324/9780429264436-1
  31. Cardullo, V., Wang, C. H., Burton, M., & Dong, J. (2021). K-12 teachers’ remote teaching self-efficacy during the pandemic. Journal of Research in Innovative Teaching & Learning, 14(1), 32-45. https://doi.org/10.1108/jrit-10-2020-0055
  32. Chen, C., Chen, D., & Xu, C. (2018). Applying Self-Determination Theory to understand public employee’s motivation for a public service career: An East Asian Case (Taiwan). Public Performance & Management Review, 41(2), 365–389. https://doi.org/10.1080/15309576.2018.1431135
  33. Chen, C. W. (2018). The effect of identified regulation on students’ motivation to engage in physical education. Journal of Physical Education Research, 5(1), 45-55.
  34. Chen, C. W., & Lee, S. W. (2018). The relationship between identified regulation and students’ motivation to engage in physical education. Journal of Physical Education Research, 5(1), 60-75.
  35. Chen, R. (2022). Reflection on the loss of physical education teachers in rural schools of China. International Journal of Physical Activity and Health. https://doi.org/10.18122/ijpah.1.2.32.boisestate
  36. Chen, W., Hammond-Bennett, A., Hypnar, A., & Mason, S. (2018). Health-related physical fitness and physical activity in elementary school students. BMC Public Health, 18(1), 1-12. https://doi.org/10.1186/s12889-018-5107-4
  37. Chey, W. S., Ward, P., Cho, K., Tsuda, E., et al. (2022). Evaluating the Content Knowledge in Badminton of Preservice Physical Education Teachers: A Case Study. Journal of Physical Education and Sports Studies, 14(2), 87-101. https://doi.org/10.55929/besad.1133035
  38. Chia, F., Huang, W.-Y., Wu, L.-M., & Wu, C.-E. (2022). A Discriminant Analysis of Personality Traits and Cluster Types of Physical Education Teachers. SAGE Open, 12(3). https://doi.org/10.1177/21582440221121591.
  39. Chng, L., & Lund, J.L. (2018). Assessment for Learning in Physical Education: The What, Why and How. Journal of Physical Education, Recreation & Dance, 89, 29 - 34. DOI:10.1080/07303084.2018.1503119
  40. Clay, M. K. (2024). The Impact of Burnout Symptoms on Adapted Physical Education Specialists’ Teaching Experiences [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1719402996552232
  41. Cohen, L., Manion, L., & Morrison, K. (2017). Observation. In Research methods in education (pp. 542-562). Routledge. https://doi.org/10.4324/9781315456539-26
  42. Cohen, P., Cohen, P., West, S. G., & Aiken, L. S. (2014). Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences. In Psychology Press eBooks. https://doi.org/10.4324/9781410606266
  43. Constantin, I. (2021). WAYS TO ACCOMMODATE STUDENTS WITH SPECIAL EDUCATIONAL REQUIREMENTS AND BEHAVIORAL DEVIATIONS IN THE PHYSICAL EDUCATION LESSON. Bulletin of the Transilvania University of Braşov Series IX Sciences of Human Kinetics, 14(63)(1), 155–162. https://doi.org/10.31926/but.shk.2021.14.63.1.20
  44. Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches. Sage Publications.
  45. Danso, F. (2024, October 15). Understanding job Performance: key factors and improvement strategies. Francis Danso: Start Making Money Now. https://francisdanso.com/job-performance/
  46. Daum, D.N., & Ervin-Kassab, L. (2023). Only When It Is Raining: Technology in Physical Education. The Physical Educator. DOI:10.18666/tpe-2023-v80-i1-11116
  47. De La Fuente, J., Sander, P., Kauffman, D. F., & Soylu, M. Y. (2020). Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.543884
  48. De Silva, A. D. A., Khatibi, A., & Azam, S. M. F. (2017). Do the Demographic Differences Manifest in Motivation to Learn Science and Impact on Science Performance? Evidence from Sri Lanka. International Journal of Science and Mathematics Education, 16(S1), 47–67. https://doi.org/10.1007/s10763-017-9846-y
  49. Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: human needs and the Self-Determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/s15327965pli1104_01
  50. Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in human behavior. In Springer eBooks. https://doi.org/10.1007/978-1-4899-2271-7
  51. Deci, E. L., & Ryan, R. M. (2012). Self-Determination Theory. In SAGE Publications Ltd eBooks (pp. 416–437). https://doi.org/10.4135/9781446249215.n21
  52. Developing guidelines to improve teaching quality. (2023, April 20). UNESCO. https://www.unesco.org/en/articles/developing-guidelines-improve-teaching-quality
  53. Didulo, D. C. (2024). Music, arts, physical education, and health (MAPEH) teachers’ technological, pedagogical, and content-knowledge (TPACK): Basis for intervention program. Psychology and Education: A Multidisciplinary Journal, 61(1), 59–73.
  54. Djamba, Y. K., & Neuman, W. L. (2002). Social research methods: Qualitative and quantitative approaches. Teaching Sociology, 30(3), 380. https://doi.org/10.2307/3211488
  55. Duterte, J. (2024). Technology-enhanced learning environments: Improving engagement and learning. International Journal of Research and Innovation in Social Science, 8, 1305–1314. https://doi.org/10.47772/IJRISS.2024.8100111
  56. Erbaş, M. K. (2020). Predictive Validity of Teaching Efficacy Beliefs on Teaching-Learning Conceptions: A Study of Physical Education teacher Candidates. Journal of Education and Learning, 10(1), 61. https://doi.org/10.5539/jel.v10n1p61
  57. Ertürk, R. (2022). The effect of teachers’ quality of work life on job satisfaction and turnover intentions. International Journal of Contemporary Educational Research, 9(1), 191-203. https://doi.org/10.33200/ijcer.1022519.
  58. Esteban, M. J., Esteban, V. N., Jr., & Sibayan, R. J. (2024). Students’ basic skills as measured along six dimensions: Relationship to physical education instructors’ attributes. EPRA International Journal of Multidisciplinary Research (IJMR), 10(11). https://doi.org/10.36713/epra18898
  59. Ferry, M., & Westerlund, R. (2022). Professional networks, collegial support, and school leaders: How physical education teachers manage reality shock, marginalization, and isolation in a decentralized school system. European Physical Education Review, 29(1), 74–90. https://doi.org/10.1177/1356336x221114531
  60. Fleming, J., & Zegwaard, K. E. (2018). Methodologies, Methods and ethical Considerations for conducting Research in Work-Integrated Learning. International Journal of Work-Integrated Learning, 19(3), 205–213. http://files.eric.ed.gov/fulltext/EJ1196755.pdf
  61. Forson, J. A., Ofosu-Dwamena, E., Opoku, R. A., & Adjavon, S. E. (2021). Employee motivation and job performance: a study of basic school teachers in Ghana. Future Business Journal, 7(1). https://doi.org/10.1186/s43093-021-00077-6
  62. Franco, E., González-Peño, A., & Coterón, J. (2022). Understanding physical education teachers’ motivational outcomes and feasibility beliefs to implement motivational strategies: The role of perceived pressures from a variable- and person-centered approach. Psychology of Sport and Exercise, 64, 102337. https://doi.org/10.1016/j.psychsport.2022.102337
  63. Geronimo, F. B., & Olegario, L. C. (2020). Philippine Public-School Teachers’ Motivation, workload Perception, and stress Appraisal. International Journal of Global Community, 3, 231–246. https://journal.riksawan.com/index.php/IJGC-RI/article/view/75
  64. Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451-458.
  65. Ghanad, A. (2023). An overview of quantitative research methods. International Journal of Multidisciplinary Research and Analysis, 06(08). https://doi.org/10.47191/ijmra/v6-i8-52
  66. Gomez, F. C., Trespalacios, J., Hsu, Y., & Yang, D. (2021). Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 ISTE Standards. TechTrends, 66(2), 159–171. https://doi.org/10.1007/s11528-021-00639-z
  67. Gonzalest AL. (2018). Exploring Technological, Pedagogical, and Content Knowledge (TPACK) and Self Efficacy Belief of Senior High School Biology Teachers in Batangas City. The Palawan Scientist, 10: 29-47. https://doi.org/10.69721/TPS.J.2018.10.1.03
  68. Gordon, B.G. (2020). Vulnerability in research: Basic ethical concepts and general approach to review. Ochsner Journal 2020 Spring, 20(1), 34–38. https://doi.org/10.1007/s13384-022-00526-3
  69. Grieser, D. R., & Hendricks, K. S. (2018). Review of literature: Pedagogical content knowledge and string Teacher preparation. Update Applications of Research in Music Education, 37(1), 13–19. https://doi.org/10.1177/8755123318760970
  70. Hayslip (2023). Teacher Autonomy, Motivation, and Job Satisfaction: Perceptions of Elementary School Teachers According to Self-Determination Theory. Elementary Education Online, 20(2), 198–205. https://doi.org/10.17051/ilkonline.2021.02.25
  71. Hatlevik, I. K., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT Self-Efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00935
  72. Hill, G.M., & Valdez-Garcia, A. (2020). Perceptions of Physical Education Teachers Regarding the Use of Technology in Their Classrooms. The Physical Educator. DOI:10.18666/tpe-2020-v77-i1-9148
  73. Hodges, J. T., Kelloway, E. K., & Chappell, C. S. (2018). Intrinsic motivation predicts work engagement and job performance: A meta-analytic review. Journal of Applied Psychology, 103(1), 169–188. https://doi.org/10.1037/apl0000302
  74. Hsu, H. K., Wang, C. V., & Levesque-Bristol, C. (2019). Reexamining the impact of self-determination theory on learning outcomes in the online learning environment. Education and Information Technologies, 24(3), 2159–2174. https://doi.org/10.1007/s10639-019-09863-w
  75. Hubbard, A. (2018). Pedagogical content knowledge in computing education: A review of the research literature. Computer Science Education, 28(2), 117-135. https://doi.org/10.1080/08993408.2018.1509580
  76. Huéscar Hernández, E., Moreno-Murcia, J. A., Ruíz González, L., & León González, J. (2019). Motivational Profiles of High School Physical Education Students: The Role of Controlling Teacher Behavior. International Journal of Environmental Research and Public Health, 16(10), 1714. https://doi.org/10.3390/ijerph16101714
  77. Humphries, C. A., Hebert, E., Daigle, K., & Martin, J. (2012). Development of a physical education teaching efficacy scale. Measurement in Physical Education and Exercise Science, 16(4), 284-299. https://doi.org/10.1080/1091367x.2012.716726
  78. Iannucci, C., & MacPhail, A. (2018). One Teacher’s Experience of Teaching Physical Education and Another School Subject: An Inter-Role Conflict?Research quarterly for exercise and sport, 89(2), 235–245. https://doi.org/10.1080/02701367.2018.1446069
  79. Islam, M. S. (2022). Exploring the Correlation among Employee Performance, Motivation, and Social Life Satisfaction: A Study on Private Commercial Banks in Bangladesh. International Journal of Scientific Research and Management (IJSRM), 10(12), 4351–4359. https://doi.org/10.18535/ijsrm/v10i12.em010
  80. Jhangiani, R. S., Chiang, I. A., Cuttler, C., & Leighton, D. C. (2022). Research Methods in Psychology. Retrieved from https://touroscholar.touro.edu/oto/29
  81. Juyumaya, J., Torres-Ochoa, C., & Rojas, G. (2024). Boosting job performance: the impact of autonomy, engagement and age. Revista De Gestão. https://doi.org/10.1108/rege-09-2023-0108
  82. Kahts-Kramer, S., Du Randt, R., & Wood, L. (2022). Foundation phase teachers’ experiences of physical education in low-resourced schools: Implications for continuing professional development. South African Journal for Research in Sport Physical Education and Recreation, 44(2), 29–52. https://doi.org/10.36386/sajrsper.v44i2.207
  83. Kasalak, G., & Dagyar, M. (2020). The Relationship between Teacher Self-Efficacy and Teacher Job Satisfaction: A Meta-Analysis of the Teaching and Learning International Survey (TALIS). Educational Sciences Theory & Practice, 20(3), 16–33. https://files.eric.ed.gov/fulltext/EJ1261816.pdf
  84. Kiliç, M. E., & Aslan, B. (2022). The Opinions of Teachers About School Principals who Graduated from Physical Education and Sports Departments. Journal of Teacher Education and Lifelong Learning, 4(2), 300–309. https://doi.org/10.51535/tell.1211357
  85. Kim, I. (2020). Evidence-Based Practices for Developing In-Depth Content Knowledge of Physical Education Teachers. International Journal of Kinesiology in Higher Education, 5, 146 - 159. https://doi.org/10.1080/24711616.2020.1769515
  86. Kim, K. N. (2019). Teachers’ administrative workload crowding out instructional activities. Asia Pacific Journal of Education, 39(1), 31–49. https://doi.org/10.1080/02188791.2019.1572592
  87. Krause, J.M., O’Neil, K., & Jones, E. (2020). Technology in Physical Education Teacher Education: A Call to Action. Quest, 72, 241 - 259. DOI:10.1080/00336297.2019.1685553
  88. Kuhr, B.E. (2023). Dr. Carol Ann Tomlinson: A Legacy of Differentiated Instruction and Empathetic Classrooms. The Palgrave Handbook of Educational Thinkers. https://doi.org/10.1007/978-3-030-81037-5_193-1
  89. Kumar, J. (2023). Influence of motivation on teachers’ job performance. Humanities and Social Sciences Communications, 10(1), 1-11. https://doi.org/10.1057/s41599-023-01662-6
  90. Lau, F. (2017, February 27). Chapter 12 Methods for correlational Studies. Handbook of eHealth Evaluation: An Evidence-based Approach - NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK481614/
  91. Lavrakas, P. (2008). Encyclopedia of Survey Research Methods. In SAGE Publications, Inc. eBooks. https://doi.org/10.4135/9781412963947
  92. Leijen, Ä., Pedaste, M., Baucal, A., & Lepp, L. (2024). What predicts instructional quality and commitments to teaching: Self-efficacy, pedagogical knowledge or integration of the two? Frontiers in Psychology, 15, 1287313. https://doi.org/10.3389/fpsyg.2024.1287313
  93. Lewis, R. B., Wheeler, J. J., & Carter, S. L. (2017). Teaching Students with Special Needs in General Education Classrooms. https://dc.etsu.edu/etsu_books/113/
  94. Li, Y., Solomon, P., Zhang, A., Franklin, C., Ji, Q., & Chen, Y. (2017). Efficacy of Solution-Focused Brief Therapy for Distress among Parents of Children with Congenital Heart Disease in China. Health & Social Work, 43(1), 30–40. https://doi.org/10.1093/hsw/hlx045
  95. Lipponen, H., Hirvensalo, M., & Salin, K. (2022). Older Physical education teachers’ wellbeing at work and its challenges. International Journal of Environmental Research and Public Health, 19(21), 14250. https://doi.org/10.3390/ijerph192114250
  96. Liu, W. C., Kong, L. C., Wang, C. K. J., Kee, Y. H., Ng, B., Lam, K., & Reeve, J. (2023). A qualitative study into the personal factors influencing secondary school teachers’ motivating styles. Frontiers in Psychology, 14, 1127090. https://doi.org/10.3389/fpsyg.2023.1127090
  97. Lloyd, M., Downes, T., & Romeo, G. (2016). Positioning ICT in teachers’ career path: ICT competency as an integral part of teacher standards (Australia). In Faculty of Education (pp. 21–43). https://eprints.qut.edu.au/98541/
  98. Love, T. S., & Hughes, A. J. (2022). Engineering pedagogical content knowledge: examining correlations with formal and informal preparation experiences. International Journal of STEM Education, 9(1). https://doi.org/10.1186/s40594-022-00345-z
  99. Lysniak, U., Gibbone, A., & Silverman, S. (2019). Effective Teaching Strategies For Low-Skilled Students. The Physical Educator, 76(3), 701–725. https://doi.org/10.18666/tpe-2019-v76-i3-8647
  100. MacKinnon, D.P., Lockwood, C.M., Hoffman, J.M., West, S.G., & Sheets, V. (2002). A comparison of methods to test the significance of the mediated effect. Psychological Methods, 7(1), 83-104.
  101. Magill, C., Cronin, C., Walsh, B., Polman, R., & Rudd, J. (2023). Teaching efficacy of undergraduate MAPEH students; what are the key predictors and what can MAPEH educators learn from this? In Frontiers in Education (Vol. 8, p. 1166613). Frontiers. https://doi.org/10.3389/feduc.2023.1166613
  102. Malinen, O., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144–152. https://doi.org/10.1016/j.tate.2016.08.012
  103. Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-018-0151-2
  104. Mazhar, S. A. (2021). Methods of data collection: a fundamental tool of research. Journal of Integrated Community Health, 10(01), 6–10. https://doi.org/10.24321/2319.9113.202101
  105. Merdiaty, N., & Sulistiasih, S. (2024). Empowering Learning: The mediating role of teachers in enhancing students’ intrinsic motivation. AL-ISHLAH Jurnal Pendidikan, 16(4), 5163–5172. https://doi.org/10.35445/alishlah.v16i4.6430
  106. Minnick, A. F., Mion, L. C., Johnson, M. E., Catrambone, C., & Leipzig, R. (2007). Prevalence and variation of physical restraint use in acute care settings in the US. Journal of Nursing Scholarship, 39(1), 30–37. https://doi.org/10.1111/j.1547-5069.2007.00140.x
  107. Moradi, P. (2018). Teachers’ Motivation to Teach Physical Education in Schools. LAP LAMBERT Academic Publishing.
  108. Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., & Westwater, M. L. (2022). On what motivates us: a detailed review of intrinsic v. extrinsic motivation. Psychological Medicine, 1-16. https://doi.org/10.1017/s0033291722001611
  109. Morrow, M.K. (2020). The relationship between motivation and staff performance. ZIPShipbook. https://zipshiftbook.com/employee-motivation/motivation-and-staff-performance.html
  110. Mustafa, P. S., & Winarno, M. E. (2020). Development of a remedial teaching textbook in physical education for undergraduate students of physical education and health at Universitas Negeri Malang. Multilateral: Journal of Physical Education and Sports, 19, Article 7629. https://doi.org/10.20527/multilateral.v19i1.7629
  111. Nemiña, R. E., Sanmiguel-Rodríguez, A., & Rodríguez, J. R. (2020). Las razones del cambio de desempeño laboral en los docentes de Educación Física en el contexto gallego (The reasons for changing jobs among Physical Education teachers in the Galician context). Retos, 41, 153–161. https://doi.org/10.47197/retos.v0i41.81815
  112. Nicholls, J. G. (1984b). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328–346. https://doi.org/10.1037/0033-295x.91.3.328
  113. Nwakasi, C. C., & Cummins, P. A. (2019). Teacher motivation and job satisfaction: a case study of North West Nigeria. Global Journal of Educational Research, 17(2), 103. https://doi.org/10.4314/gjedr.v17i2.2
  114. O’Sullivan, M. (2020). Global Challenges and Opportunities for Physical Education Teacher Educators. Research Quarterly for Exercise and Sport, 92(3), 327–338. https://doi.org/10.1080/02701367.2020.1730295
  115. OECD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/19cf08df-en.
  116. Olănescu, M. (2020). ASSESSMENT FOR LEARNING IN PHYSICAL EDUCATION AND SPORT LESSONS. University Arena. DOI:10.62229/uav_3_20-4
  117. Oliveira, P.D., Rufini, S.É., & Bzuneck, J.A. (2023). Teacher’s motivation for teaching: questionnaire validity evidence. Estudos de Psicologia (Campinas), 40, e210084. https://doi.org/10.1590/1982- 0275202340e210084.
  118. Owusu, K., Apaak, D., Domfeh, C., & Kweku Eshun, A. (2024). Knowledge and Teaching Competencies of Physical Education Teachers on Students with Special Needs in the Central Region, Ghana. Baltic Journal of Sport and Health Sciences. DOI:10.33607/bjshs.v4i131.1462
  119. Pascoe, L., Spencer-Smith, M., Giallo, R., Seal, M., Georgiou-Karistianis, N., Nosarti, C., Josev, E., Roberts, G., Doyle, L., Thompson, D., & Anderson, P. (2018). Intrinsic motivation and academic performance in school-age children born extremely preterm: The contribution of working memory. Learning and Individual Differences, 64, 22–32. https://doi.org/10.1016/j.lindif.2018.04.005
  120. Penafiel, J. (2024). Teachers’ instructional competence, management support, and school infrastructure: Bases for intervention program in the schools’ division of Iloilo. International Multidisciplinary Research Journal, 6. https://doi.org/10.54476/ioer-imrj/663841
  121. Peng, Y., Wu, H., & Guo, C. (2022). The Relationship between Teacher Autonomy and Mental Health in Primary and Secondary School Teachers: The Chain-Mediating Role of Teaching Efficacy and Job Satisfaction. International Journal of Environmental Research and Public Health, 19(22), 15021. https://doi.org/10.3390/ijerph192215021
  122. Prasanna, B. K., Ali, F. A., & Ahsan, M. (2020). Effect of stress on physical education and sports teachers in Fiji. Purakala, 31(53), 272-284.
  123. Prater, M. A. (2018). Teaching Students With High-Incidence Disabilities: Strategies for Diverse Classrooms. https://doi.org/10.4135/9781071800522
  124. Proudfoot, K. (2022). Introjected Regulation in Teachers’ Professional Development Motivations. Teachers and Teaching, 28(8), 1021–1034. https://doi.org/10.1080/13540602.2022.2144816
  125. Recognize (2022). Impact of employee motivation on organizational performance. https://recognizeapp.com/cms/articles/how-employee-motivation-impacts-organizational-performance.
  126. Reinboth, M., Schmidt, S.K., Jonskaas, C., Grønningsæter, H., Karlsen, M.L., Bottolfs, M., & Bratland-Sanda, S. (2024). What Motivates Secondary School Teachers to Continue to Use Classroom-Based Physical Activity? A Self-Determination Theory Approach. Translational Journal of the ACSM, 9. DOI:10.1249/TJX.0000000000000246
  127. Reuker, S. (2018). “I teach as events require” – The professional vision of physical education teachers and its significance for adaptive teaching. Journal of Sports Pedagogical Research, 6(2), 31–52. DOI:10.5771/2196-5218-2018-2-31
  128. Robbins, S. P., & Judge, T. A. (2021). Organizational behavior, updated global edition. Pearson Education. https://books.google.com.ph/books?id=574zEAAAQBAJ
  129. Röhl, S., Bijlsma, H. & Schwichow, M (2025). Can feedback from students to teachers improve different dimensions of teaching quality in primary and secondary education? A hierarchical meta-analysis. Educ Asse Eval Acc 37, 35–71. https://doi.org/10.1007/s11092-024-09450-9
  130. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037//0003-066x.55.1.68
  131. Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic psychological needs in motivation, development, and wellness. (2017). In Guilford Press eBooks. https://doi.org/10.1521/978.14625/28806
  132. Ryan, R. M., & Deci, E. L. (2023). Intrinsic motivation: A self-determination theory perspective. In Theories of Motivation in Education: An Integrative Framework (pp. 45–67). Springer. https://doi.org/10.1007/s10648-023-09767-9
  133. Said, N. S. M., Zaidee, A. S. E. A., Zahari, A. S. M., Ali, S. R. O., & Salleh, S. M. (2015). Relationship between Employee Motivation and Job Performance: A Study at Universiti Teknologi MARA (Terengganu). Mediterranean Journal of Social Sciences. https://doi.org/10.5901/mjss.2015.v6n4s2p632
  134. Sakti, N. W. P., Yusuf, R., Suriatno, A., & Irmansyah, J. (2021). Scientific Method in Physical Education Learning: A Cross-Sectional Study. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 5(3), 212–226. https://doi.org/10.36312/esaintika.v5i3.571
  135. Salapuddin, R. S. (2023). Work Motivation and Teaching Performance During COVID-19 Pandemic of Teachers in Mindanao State University-Sulu Laboratory High School. International Journal of Research in Engineering, Science and Management, 6(8), 19-23
  136. Santiago, J. A., & Morrow, J. R., Jr. (2021). A Study of Preservice Physical Education Teachers’ Content Knowledge of Health-Related Fitness. Journal of Teaching in Physical Education, 40(1), 118-125. Retrieved May 3, 2025, from https://doi.org/10.1123/jtpe.2019-0138
  137. Santos, J. M., & Castro, R. D. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 100110. https://doi.org/10.1016/j.ssaho.2021.100110
  138. Schäfer, A., Pels, F., & Kleinert, J. (2020). Coping strategies as mediators within the relationship between emotion-regulation and perceived stress in teachers. DOAJ (DOAJ: Directory of Open Access Journals). https://doaj.org/article/0b1c4f453b144d468b373334586e1451
  139. Schnitzius, M., Kirch, A., Mess, F., & Spengler, S. (2019). Inside Out: A scoping review on the physical education teacher’s personality. Frontiers in Psychology, 10, 2510. https://doi.org/10.3389/fpsyg.2019.02510
  140. Schnitzius, M., Kirch, A., Spengler, S., Blaschke, S., & Mess, F. (2021). What makes a physical education teacher? Personal characteristics for physical education development. British Journal of Educational Psychology, 91(4), 1249–1274. https://doi.org/10.1111/bjep.12415
  141. Schwab, S. (2019). Teachers’ student-specific self-efficacy in relation to teacher and student variables. Educational Psychology, 39(1), 4–18. https://doi.org/10.1080/01443410.2018.1516861
  142. Seldura, J. B. L., Doruelo, M. E. Y., Bual, J. M., & Madrigal, D. V. (2024). Technological, Pedagogical, and Content Knowledge of Physical Education Teachers in Selected Private Junior High Schools. Asian Journal of Advanced Research and Reports, 18(5), 58–71. https://doi.org/10.9734/ajarr/2024/v18i5632
  143. Seli, H., & Dembo, M. H. (2019). Motivation and learning Strategies for college success. In Routledge eBooks. https://doi.org/10.4324/9780429400711
  144. Shah, D. (2023). Teachers’ Self-Efficacy and Classroom Management Practices: A Theoretical Study. Journal of Education and Research, 13(1), 8-26. https://doi.org/10.51474/jer.v13i1.661
  145. Shea, E., & Heidorn, B. (2022). Quality Assessment in Physical Education: Concepts, Examples and Recommendations. Strategies, 35, 46 - 48. DOI:10.1080/08924562.2022.2120754
  146. Shen, Y., Zhang, S., & Xin, T. (2020). Extrinsic academic motivation and social media fatigue: Fear of missing out and problematic social media use as mediators. Current Psychology, 41(10), 7125–7131. https://doi.org/10.1007/s12144-020-01219-9
  147. Slingerland, M., & Weeldenburg, G. (2019). Authentic learning tasks and assessment in Physical Education teacher education. Revista Infancia, Educación y Aprendizaje, 5(2), 530–535. https://doi.org/10.22370/ieya.2019.5.2.1770
  148. Soini, A., Watt, A., & Sääkslahti, A. (2021). Finnish Pre-Service Teachers’ perceptions of perceived competence in early childhood physical education. International Journal of Environmental Research and Public Health, 18(12), 6454. https://doi.org/10.3390/ijerph18126454
  149. Sreekumar, D. (2024, October 30). What is Correlational Research: Definition, Types, and Examples | Researcher.Life. https://researcher.life/blog/article/what-is-correlational-research-definition-and-examples/
  150. Sun, Y., Hong, J., & Ye, J. (2022). The effects of employees’ perceived intrinsic motivation on knowledge sharing and creative Self-Efficacy. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.762994
  151. Sunay, H., & Cengiz, R. (2020). Analyzing Physical Education Teachers’ Humour Styles and Classroom Management Skills. Sportif Bakış Spor ve EğItim Bilimleri Dergisi, 7(3), 1-10. https://doi.org/10.33468/sbsebd.127
  152. Thornton, M. (2025). Water Safety Skills Can be Taught Without a Pool. Journal of Physical Education, Recreation & Dance, 96(2), 3–4. https://doi.org/10.1080/07303084.2024.2440480
  153. Tulyakul, S., Werathummo, A., Khun-Inkeeree, H., Rotsuwan, W., & Reudhabibadh, R. (2022). The motivation and teaching strategies in pre-service physical education teachers. Journal of Education and Learning (EduLearn), 16(2), 164–171. https://doi.org/10.11591/edulearn.v16i2.20396
  154. Tianio, J. S., De Castro, J., Dillo, J., Jr, & Tumala, A. S. (2022). On Students with Disabilities: Inclusion in the Physical Education Courses at De La Salle-College of Saint Benilde, Antipolo Campus. International Journal of Multidisciplinary Research and Studies, 05(10), 01–122. https://doi.org/10.33826/ijmras/v05i10.1
  155. Türkoğlu, M. E., Cansoy, R., & Parlar, H. (2017). Examining Relationship between Teachers’ Self-efficacy and Job Satisfaction. Universal Journal of Educational Research, 5(5), 765–772. https://doi.org/10.13189/ujer.2017.050509
  156. Urhahne, D., & Wijnia, L. (2023). Theories of motivation in education: An integrative framework. Educational Psychology Review, 35(2), 45. https://doi.org/10.1007/s10648-023-09767-9
  157. Uysal, D. (2023). A Review on Teachers’ and Teacher Candidates’ Intrinsic Motivation: Self-determination Theory Perspective. Language Teaching and Educational Research, 6(2), 176-198. https://doi.org/10.35207/later.1331081
  158. Valls-Bautista, C., Solé-LLussà, A. and Casanoves, M. (2021), “Pre-service teachers’ acquisition of scientific knowledge and scientific skills through inquiry-based laboratory activity”, Higher Education, Skills and Work-Based Learning, Vol. 11 No. 5, pp. 1160-1179. https://doi.org/10.1108/HESWBL-07-2020-0161
  159. Van Doren, N., De Cocker, K., De Clerck, T., Vangilbergen, A., Vanderlinde, R., & Haerens, L. (2021). The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity: A Multilevel Approach. International Journal of Environmental Research and Public Health, 18(14), 7457. https://doi.org/10.3390/ijerph18147457
  160. Van Munster, M. A., Lieberman, L. J., & Grenier, M. A. (2019). Universal design for learning and differentiated instruction in physical education. Adapted Physical Activity Quarterly, 36(3), 359–377. https://doi.org/10.1123/apaq.2018-0145
  161. Vasconcellos, D., Parker, P.D., Hilland, T.A., Cinelli, R., Owen, K.B., Kapsal, N.J., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R.M., & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112, 1444-1469. DOI:10.1037/edu0000420
  162. von Haaren-Mack, B., Schaefer, A., Pels, F., & Kleinert, J. (2020). Stress in Physical Education Teachers: A Systematic Review of Sources, Consequences, and Moderators of Stress. Research quarterly for exercise and sport, 91(2), 279–297. https://doi.org/10.1080/02701367.2019.1662878
  163. Wang, X., Li, C., Chen, Y., Zheng, C., Zhang, F., Huang, Y., & Birch, S. (2022). Relationships between job satisfaction, organizational commitment, burnout and job performance of healthcare professionals in a district-level health care system of Shenzhen, China. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.992258
  164. Wenning, C. J., & Vieyra, R. E. (2020). Differentiated Teaching. Teaching High School Physics, 1–14. doi:10.1063/9780735422018_010
  165. Williams, M. K., Christensen, R., McElroy, D., & Rutledge, D. (2023). Teacher self-efficacy in technology integration as a critical component in designing technology-infused teacher preparation programs. Contemporary Issues in Technology and Teacher Education, 23(1), 228-259.
  166. Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 103802. https://doi.org/10.1016/j.tate.2022.103802
  167. Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117, 103800. https://doi.org/10.1016/j.tate.2022.103800
  168. Wylie, R. C. (2020). “You want to teach what?” An examination of physical education teacher candidates’ motivation to teach physical education”. USF Tampa Graduate Theses and Dissertations.
  169. Xanthopoulou, D., Bakker, A. B., & Schaufeli, W. B. (2009). The role of motivation in the relationship between job demands and job resources and burnout. Journal of Occupational Health Psychology, 14(3), 273–285. https://doi.org/10.1037/a0015379
  170. Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39–49. https://doi.org/10.1016/j.system.2019.01.004
  171. Xiong, Y., Sun, X. Y., Liu, X. Q., Wang, P., & Zheng, B. (2020). The influence of self-efficacy and work input on physical education teachers’ creative teaching. Frontiers in Psychology, 10, 2856. https://doi.org/10.3389/fpsyg.2019.02856
  172. Yan, T., Teo, E. W., Lim, B. H., & Lin, B. (2022). Evaluation of competency and job satisfaction by positive human psychology among physical education teachers at the university level: A systematic review. Frontiers in Psychology, 13, 1084961. https://doi.org/10.3389/fpsyg.2022.1084961
  173. Yang, G., Badri, M., Al Rashedi, A., & Almazroui, K. (2018). The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: a preliminary examination of fourth graders in Abu Dhabi. Large-Scale Assessments in Education, 6, 1-19. https://doi.org/10.1186/s40536-018-0063-0
  174. Yaqoubi, A., & Reem, A. (2024). Empowering Physical Education Teachers to Include Students with Special Educational Needs in Physical Education Classes. Journal of Special Education and Rehabilitation, 62(2), 1–29. https://doi.org/10.21608/sero.2024.375708
  175. Zamarripa, J., Castillo, I., Baños, R., Delgado, M., & Álvarez, O. (2018). Motivational regulations across the stages of change for exercise in the general population of Monterrey (Mexico). Frontiers in Psychology, 9, 2368. https://doi.org/10.3389/fpsyg.2018.02368
  176. Zhang, T. (2021). Physical education teacher motivation: A conceptual review and reconceptualisation. Review of Education, 9, e3301. https:// doi.org/10.1002/rev3.3301
  177. Zou, H., Yao, J., Zhang, Y., & Huang, X. (2023). The influence of teachers’ intrinsic motivation on students’ intrinsic motivation: The mediating role of teachers’ motivating style and teacher‐student relationships. Psychology in the Schools, 61(1), 272–286. https://doi.org/10.1002/pits.23050

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic