The Relationship Between Teacher's Interpersonal Behaviour and Student Engagement and Sport Values in Physical Education

The meaningfulness of the learning process is reflected in how teachers apply strategies that fully support students’ potential (student-centered) over the long term, both in written and verbal forms. This study aims to analyze the correlation between teachers’ interpersonal teaching behavior, students’ active learning engagement, and sport values among students at SMP Negeri 66 Bandung. The research adopts the Self-Determination Theory (SDT) framework to explore students' perceptions of teachers' interpersonal teaching behavior. The sample consisted of 100 students aged 12–15. Data were collected through surveys using the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE), Youth Sport Values Questionnaire-2 (YSQV-2), and the Engagement Scale (ES) in Physical Education. The findings indicate: no significant correlation between interpersonal teaching behavior and sport values (significance value = 0.066; correlation = 0.184). However, a positive contribution was found between interpersonal teaching behavior and student engagement (correlation = 0.409; significance 0.001), and between student engagement and sport values (correlation = 0.507; significance 0.001). These results suggest a significant link between interpersonal teaching behavior and student engagement, and between student engagement and sport values. The implication is that Physical Education teachers are encouraged to continuously innovate in implementing strategic learning approaches to create meaningful educational experiences