Interplay Between Behavior and Teaching Productivity among Secondary School Physical Education Teachers

This study examined the relationship between physical education (PE) teachers’ behavior and their teaching productivity. Using a descriptive-correlational design, validated questionnaires assessed behavior and teaching productivity among 100 secondary school PE teachers (both junior and senior high school). Data analysis included means, standard deviations, and Pearson correlations. Results revealed highly positive teachers’ behavior toward social engagement, classroom management, and personal competence. Teaching productivity was rated as very satisfactory across domains encompassing pedagogical knowledge, classroom environment, diverse learners, curriculum planning, assessment, community engagement, and professional development. A significant positive correlation emerged between teachers’ behavior and teaching productivity, with positive behavior toward classroom management and personal competence strongly associated with higher teaching productivity. These findings underscore the importance of fostering positive behavior among PE teachers through well-designed professional development. Positive work behavior is crucial for enhancing overall teaching productivity and ensuring quality education for all students. Future researches could explore specific interventions to cultivate this positive behavior and further investigate the causal mechanisms linking behavior and teaching productivity in wider scope.