Self-Concept and Motivational Behavior of MAPEH Teachers in Teaching Physical Education
DOI:
https://doi.org/10.5281/zenodo.22291962Keywords:
self-concept, intrinsic motivation, extrinsic motivation, MAPEH teachers, Physical Education, teacher developmentAbstract
This study examined the self-concept and motivational behavior of Music, Arts, Physical Education, and Health (MAPEH) teachers teaching Physical Education in selected public secondary schools in Guinayangan, Calauag, and Lopez, Quezon Province. A quantitative descriptive-correlational design was employed among 120 MAPEH teachers through total enumeration. Data were gathered using a modified questionnaire validated by seven experts and pilot-tested with 45 MAPEH teachers; the instrument obtained a Cronbach’s alpha of 0.90. Weighted mean was used to describe self-concept and intrinsic and extrinsic motivational behavior, while Pearson chi-square tests were used for profile-based associations; the thesis also specified Pearson product-moment correlation for the overall self-concept–motivation relationship. Respondents demonstrated a strong self-concept (M = 3.897, SD = 0.574), strong intrinsic motivation (M = 3.308, SD = 0.456), and positive extrinsic motivation (M = 3.164, SD = 0.455). Most demographic variables were not significantly associated with the measured constructs. Marital status was significantly related to self-concept (p = .045), while socio-economic status was significantly related to intrinsic motivation (p = .032). The thesis abstract further reports a non-significant overall relationship between self-concept and motivational behavior, although the corresponding correlation coefficient is not presented in the detailed Chapter 4 tables. The findings served as the basis for the SUSTAIN program, which emphasizes self-concept reinforcement, intrinsic motivation, collaboration, recognition, wellness, and equity-sensitive professional support.
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