When space, time, and support fall short: the realities of physical education teaching in the Philippines
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https://doi.org/10.17979/sportis.2026.12.2.12888Abstract
This study aimed to explore the challenges faced by physical education (PE) teachers in implementing quality instruction in the Philippine context, focusing on student-related, teacher-related, environmental, and institutional factors. Utilizing a qualitative research design with a descriptive approach, the study gathered in-depth insights from thirty-five PE teachers selected through purposive sampling to ensure participants had relevant experience and contextual understanding of the research problem. Data were collected using validated open-ended interview questions, allowing participants to freely express their experiences and perceptions. Thematic analysis was conducted using Colaizzi’s framework to identify recurring themes and sub-themes, ensuring systematic extraction of core ideas from the participants’ responses. Findings revealed that the main challenges include limited facilities and equipment, large class sizes, time constraints, insufficient professional development opportunities, low student motivation, behavioral issues, and minimal support from parents and school administration. These challenges highlight the complex interplay of factors that influence the quality of PE instruction and demonstrate the need for teacher adaptability, creativity, and resilience in overcoming systemic and contextual barriers. The study further suggests that the success of PE programs is contingent upon not only teacher effort but also the alignment of institutional support, stakeholder engagement, and equitable access to resources. Overall, this research underscores the critical importance of addressing these multi-dimensional challenges to enhance instructional quality, promote holistic student development, and reinforce the value of PE within the broader educational framework. The findings contribute to a deeper understanding of the realities of PE teaching in the Philippines and provide insights that may inform policy, professional development, and future research in the field of PE and teacher education.
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