Reframing MAPEH Supervision through Wellness-Oriented Pedagogy and Creative-Physical Learning Quality
DOI:
https://doi.org/10.5281/zenodo.22803561Keywords:
creative-physical learning quality, instructional supervision, MAPEH education, partial least squares structural equation modeling, teacher support, wellness-oriented pedagogyAbstract
This study clarified how MAPEH supervision contributed to wellness-oriented pedagogy and creative-physical learning quality among public elementary and secondary school MAPEH teachers in Santiago City, Isabela. Using a cross-sectional explanatory modeling design, data were collected from 60 teachers selected through simple random sampling using a validated 150-item researcher-developed questionnaire covering MAPEH supervision, wellness-oriented pedagogy, and creative-physical learning quality. Descriptive statistics and partial least squares structural equation modeling with 5,000 bootstrap resamples were used to analyze the data. MAPEH supervision was rated high overall (M = 3.76), although technical assistance and subject-responsive supervisory support emerged as comparatively weaker areas. Wellness-oriented pedagogy (M = 3.94) and creative-physical learning quality (M = 3.89) were also rated high, with psychological and emotional safety and authentic performance tasks showing greater need for improvement. MAPEH supervision significantly predicted wellness-oriented pedagogy (β = 0.580, p < .001) and creative-physical learning quality (β = 0.290, p = .019), while wellness-oriented pedagogy significantly predicted creative-physical learning quality (β = 0.520, p < .001). The indirect effect of supervision through wellness-oriented pedagogy was significant (β = 0.302, p < .001), indicating complementary partial mediation. Together, supervision and wellness-oriented pedagogy explained 52.9% of the variance in creative-physical learning quality. The findings supported a more specialized and wellness-responsive approach to MAPEH supervision that strengthened technical assistance, psychological safety, authentic performance, and integrated creative-physical learning experiences.
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