Core Literacy and Resilience as Predictors of Effectiveness Among Physical Education Teachers in North Cotabato
DOI:
https://doi.org/10.7719/jpair.v64i1.992Keywords:
Physical Education, core literacy, resilience, teacher effectiveness, tertiary teachers, North Cotabato, PhilippinesAbstract
The study examined the significance of core literacy and resilience in influencing teacher effectiveness among physical education teachers in North Cotabato, Philippines. Simple random sampling was used to select the respondents in this study. Respondents were PE teachers from public and private higher education institutions across the province. The results show that the levels of core literacy, resilience, and teacher effectiveness were all rated very high. Pearson correlations indicate significant, positive, moderate relationships between core literacy and teacher effectiveness, and between resilience and teacher effectiveness. Multiple regression indicated that, taken alone, core literacy was not a significant predictor of teacher effectiveness, while resilience was a significant positive predictor. These significant findings suggest that strengthening resilience may provide more immediate gains in classroom effectiveness for PE teachers, while maintaining high core literacy remains important for daily practice.
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Open Access. This article published by JPAIR Multidisciplinary Research is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
