Physical Education Teachers’ Designations and their Effects on Teaching Quality and Students’ Academic Performance in Selected Public Schools

This study aimed to determine the Physical Education teachers’ designations, their effects on teaching quality, and students’ academic performance in selected public schools in Maguindanao del Norte Division. It used a descriptive-correlational research design wherein data were gathered through researcher-made questionnaires from the 10 PE teachers serving dual or multiple roles and their 300 students. The results indicated that though the PE teachers had multifaceted roles, they nonetheless managed to execute their tasks regularly in managing the classrooms, handling attendance, delivering lessons, and engaging students in classes. However, there has been minor variation in the said task frequency across designations. A nonsignificant correlation was then found between the task level and teaching quality; a very strong positive correlation was acquired between the task level and the student's academic performance. The findings also indicated that the PE teachers manage their multiple identities well but at the cost of an increased workload that might affect student outcomes. It is recommended that the workload be managed strategically, opportunities for professional development be availed, and administrative support be given to optimize teacher performance, which would translate into student learning.