INTEGRATION OF WELLNESS EDUCATION IN JUNIOR HIGH SCHOOL PHYSICAL EDUCATION IN BACOLOD CITY

Abstract: This study examined the integration of wellness education into the junior high school physical education curriculum in Bacolod City during the academic year 2024–2025. A total of 156 public and private school physical education teachers participated. Utilizing a correlational research design, data were collected through a researcher-developed questionnaire and analyzed using descriptive statistics (mean, standard deviation) and inferential tests (Mann-Whitney U and Spearman's rho) at a 0.05 significance level. The findings revealed strong and consistent integration of wellness education across both public and private institutions, underscoring a shared commitment to promoting students’ physical health, emotional well-being, and academic performance. Despite high levels of reported institutional and environmental support, significant implementation challenges were identified, pointing to broader systemic barriers. No significant differences were found between public and private schools regarding levels of integration, perceived benefits, challenges, or institutional support. Likewise, no significant correlations were observed between perceived challenges and integration, or between institutional support and perceived benefits. These results suggest that personal factors—such as teacher motivation and professional experience—may play a more critical role in the success of wellness education. The study recommends system-wide reforms, capacity-building for educators, and collaborative leadership strategies to enhance the sustainability and impact of wellness programs in physical education. Keywords: Wellness Education, Junior High School, Curriculum Integration, Institutional Support, Perceived Challenges