Physical Literacy, Sport Participation, and the Well Being Economy of Teacher Work

Abstract

This study investigated how physical literacy and sport participation contributed to the well-being economy of teacher work among secondary school teachers in Tumauini, Isabela. Using an explanatory-predictive cross-sectional structural design, data were gathered from 112 public secondary school teachers through a validated questionnaire measuring physical literacy, sport participation, and work well-being. Partial Least Squares Structural Equation Modeling was employed to test direct and indirect relationships, while PLSpredict and Importance-Performance Map Analysis were used to assess predictive relevance and priority areas for intervention. Results showed that teachers demonstrated high physical literacy but only moderate sport participation and work well-being. Physical literacy significantly predicted sport participation and directly influenced the well-being economy of teacher work. Sport participation also exerted a significant positive effect on work well-being and partially mediated the relationship between physical literacy and teacher well-being. The model explained a meaningful proportion of variance in both sport participation and work well-being and demonstrated satisfactory predictive relevance. Sport regularity and continuity emerged as the most important areas with comparatively lower performance, while recovery from work demands remained a weaker dimension of teacher well-being. The findings indicate that physical literacy becomes more consequential when translated into sustained sport participation. Schools may therefore strengthen teacher well-being by creating feasible, regular, and socially supportive opportunities for physical activity and sport participation that complement professional demands and promote sustainable work functioning.