Domains of Physical Activity and Psychological Well-being of Secondary Teachers

Abstract

The study by Trajković et al. (2023) underscores the positive impact of physical activity on psychological well-being, particularly emphasizing its influence on socio-emotional capabilities, life satisfaction, positive emotions, self-worth, confidence, and physical competence. This study extends this understanding by investigating the relationship between different physical activity domains and the psychological well-being of secondary education teachers at Alaminos Integrated National High School in Alaminos, Laguna. Utilizing descriptive statistics and Pearson Product Moment Correlation, the study found that most respondents were aged between 33 and 43, with a notable representation of females. Teachers demonstrated knowledge of various physical activities relevant to their occupation and engaged in activities related to transportation, recognizing the diverse benefits of leisure time and domestic activities on overall well-being. The study examines the relationship between domains of physical activity and psychological well-being, revealing notable correlations across various aspects. In the occupational domain, autonomy, environmental mastery, purpose in life, and self-acceptance show significant correlations except for personal growth, while transportation displays a strong and significant relationship with all components of psychological well-being. Similarly, leisure time exhibits a strong correlation with environmental mastery, personal growth, positive relationships, purpose in life, and self-acceptance, but not with autonomy. Likewise, the domestic domain exhibits a strong and significant relationship with all components of psychological well-being. Lastly, these findings shed light on the interconnectedness between domains of physical activity and various aspects of psychological well-being. Thus, the hypothesis positing no significant relationship between these domains was partially rejected.