HEALTH ENVIRONMENT AND THE WELLNESS DIMENSION OF PHYSICAL EDUCATION TEACHING FORCE AMIDST OF THE COVID-19 PANDEMIC: BASIS FOR THE FACULTY DEVELOPMENT PROGRAM

Abstract

The World Health Organization declared the high risk of coronavirus disease (COVID 19) around the world. Then it was declared a global pandemic causing all sections of society to close including educational institutions. The education sectors were forced to stop momentarily and shift to adjust their settings beneficial to all educational stakeholders. This study aimed to determine the health environment status of the Physical Education (P.E.) teaching force in SUCS Region IV A amidst of Covid 19 pandemic, as well as their workplace well-being and its relationship to their wellness lifestyle behavior. Based on the findings, what faculty development program can be developed in the academe. Descriptive-survey method research design was employed in this study with one hundred sixteen (116) P.E. teaching forces from the five state universities in region IV A (Cavite State University, Laguna State Polytechnic University, Batangas State University, University of Rizal System, and Southern Luzon State University) answered the questionnaire. Average weighted mean and Pearson r statistical tools were used in this study to determine their situation status and relationships. On the analysis and interpretation of data, the following findings on the relationships of health environment, workplace well-being to the wellness lifestyle behaviors were formed. It can infer that at 0.05 level of significance, the null hypothesis ?There is no significant relationship between the health environment of P.E. teaching force in SUCs Region IV A and wellness lifestyle behaviors? is rejected, and the alternative should be accepted. Thus, the Health Environment has a significant relationship to the wellness lifestyle behavior of the P.E. teaching force amidst of COVID 19 pandemic. On the other hand, it can also infer that at 0.05 level of significance, the null hypothesis ?There is no significant relationship between the workplace wellbeing of P.E. teaching force in SUCs Region IV A and wellness lifestyle behaviors? is rejected. Thus, the alternative should be accepted which incites that there is a significant relationship between them. Thus, the workplace well-being of the P.E. teaching force in SUCs region IV A has a significant relation to their lifestyle wellness behavior amidst of COVID 19 pandemic. Based on the summary of findings the following conclusion was drawn: The P.E. teaching force in SUCS Region IV A has a favorable healthy physical, social, and financial health environment. They were highly motivated and greatly involved in the workplace and their work safety situation is highly apparent. They pursue their employee growth and development aspect and maintain work-life balance amidst of COVID 19 pandemic. The health environment and workplace well-being have a significant relationship to the wellness lifestyle behavior of the P.E. teaching force in SUCs Region IV-A amidst of COVID 19 pandemic. Based on the conclusion drawn, the following are hereby recommended: The P.E. teaching force and colleagues may enable their schools to use gyms and other available sports facilities for their fitness training and bonding sessions provided they strictly follow certain health guidelines and proper scheduling since private gyms were closed. In terms of their economic health, the school must make provisions for their laptops and other devices for online instruction, as well as transportation aid to and from school and other places where they are required to accomplish their jobs in the event of a pandemic. Sufficient funding should be allocated for their seminars, as well as an internet allowance for their home-based online classes. Additional provisions for internet subsidies for their work from home teaching, attending online seminars, and conducting research at home may be made for their employee's growth and development. Regarding their work-life balance, authorities may make provisions for granting PE teachers a day off on their birthdays or a floating day if their birthday falls on a weekend, even if it is only during the pandemic. With regards to their healthy physical health environment, additional support may be done for the equipment and supplies that they in teaching at home. A separate room at school can be provided to deliver their lessons without disturbances to other faculty. Fast and reliable internet connection must be provided and much more professional development undertaking should be pursued exclusively for Physical Education and other related courses. Additional research, efforts, and caution can be considered in all aspects of health environment, workplace wellbeing, and wellness lifestyle behavior to ensure the safety and productivity of the Physical Education teaching force amidst of COVID 19 pandemic. That it was found that health environment, workplace well-being, and wellness lifestyle behavior have a significant relationship