In-Service Trainings and Attitudes of Physical Education Secondary Teachers in Congressional District I, Division of Batangas Province

Abstract

This study evaluated the implementation and perceived usefulness of In-Service Training (INSET) programs and their impact on the professional attitudes of secondary Physical Education teachers in public schools in Congressional District I, Batangas Province, during the School Year 2025–2026. Using a descriptive-correlational research design, data was collected from 104 secondary MAPEH teachers using validated questionnaires to assess professional development and classroom operations. Statistical analysis included ranking, weighted means, and Pearson’s r coefficient to evaluate the hypothesis and establish baseline configurations for local training systems.

The findings showed that respondents strongly agreed on the high implementation of INSET, with peak ratings in updating physical education developments, practical execution, and behavior management. Teachers also found the programs highly useful, noting benefits in acquiring practical tools, integrating educational technology, and enhancing student health literacy. Pearson’s r correlation analysis revealed a significant positive relationship between the assessment and perceived usefulness of INSET, with higher foundational knowledge aligning with content relevance, greater specialization driving professional growth, and longer service enhancing instructional delivery and student results. However, not all dimensions showed universal correlation, indicating that tenure, knowledge, and academic background alone do not guarantee holistic pedagogical improvements.

Despite positive sentiments, the research highlighted systemic constraints, such as a lack of practical training demonstrations and logistical pressures from managing large class sizes, making hands-on physical execution challenging. Instructional gaps were identified in health concept integration, curriculum competency frameworks, and student intrinsic motivation. Based on these findings, the study proposed enrichment activities to bridge the gap between theory and practice, offering a strategic roadmap with cross-generational mentorship loops, localized material innovations using Batangas resources, and specialized gym management workshops to enhance teacher self-efficacy and student learning outcomes.