Physical Activity Domains and Teaching Effectiveness in the New Normal

Abstract

This study determined the relationship between physical activity domains and the teaching effectiveness of teachers in the new normal in the City Schools Division of Cabuyao, Laguna, Philippines in 2021-2022. The respondents of the study were 79 female and 26 male teachers determined through simple random sampling technique with 4% margin of error. Date gathered using validated researcher-made survey questionnaire were analyzed using arithmetic mean, standard deviation, and Spearman’s Rank-Order correlation. The study found a low positive association between physical activity domains and teachers’ teaching effectiveness in the new normal. The direction and level of correlation between the independent and dependent variables are both positive implying that there is, at the very least, a relationship between physical activity and teaching quality. Hence, physical activity and quality of teaching are directly proportional. Findings also suggest that teacher’s effectiveness depends on their teaching methods, lesson plans, classroom management, and student learning time while physical activity is only a small part of a teacher’s job. While the findings suggest physical activity has low impact on teaching, this study still suggest teachers to be physically active in their day-to-day routines and be proactive in taking steps to help them remain physically fit in order to reduce the stress, mental disorders, and emotional suffering.