4562 18115 2 PB

European Journal of Physical Education and Sport Science
ISSN: 2501 - 1235

ISSN-L: 2501 - 1235
Available on-line at: www.oapub.org/edu
DOI: 10.46827/ejpe.v9i2.4562 Volume 9 │ Issue 2 │ 2022
LEARNING ENVIRONMENT AND PHYSICAL

EDUCATION TEACHER ATTITUDE AS DETERMINANTS
OF THEIR PERCEIVED WELL-BEING
Camille Janica V. Aclan1i,

Rodolfo II M. Osorno2
Master of Arts in Education,
1
Major in Physical Education,

University of Mindanao,
Davao City, Philippines
Teacher 1,
Soong National High School,
Brgy Soong, Digos City, Philippines
2Doctor of Education-Physical Education,
University Professor,
University of Mindanao,
Philippines
Abstract:
The purpose of this study was to determine the learning environment and Physical
Education teacher attitude as determinants of their perceived well-being. Utilizing
quantitative, non-experimental design via correlational technique, data were obtained
from 320 MAPEH teachers of all public secondary schools under the Division of Davao
del Sur, Region XI. The researcher utilized stratified random sampling and an online
survey mode of data collection. The researcher also utilized statistical tools such as mean,
Pearson r, and regression. From the results of the study, it was found out that there is a
moderate level of mean score of the learning environment and very high level of PE
teacher attitude, and a high level of perceived well-being. Furthermore, there is a
significant relationship between learning environment and perceived well-being while
there is no significant relationship between PE teacher attitude and perceived well-being
of teachers. Moreover, there is a significant influence of learning environment and PE
teacher attitude on the perceived well-being of teachers.
Keywords: education, learning environment, teacher attitude, perceived well-being,

correlation, regression, Philippines
i
Correspondence: email [email protected]
Copyright © The Author(s). All Rights Reserved. 176

Camille Janica V. Aclan, Rodolfo II M. Osorno
LEARNING ENVIRONMENT AND PHYSICAL EDUCATION TEACHER
ATTITUDE AS DETERMINANTS OF THEIR PERCEIVED WELL-BEING
1. Introduction
Schools are increasingly concerned about teachers’ mental health and well-being
especially when the connection is made between mental ill health, poor engagement, and
the resultant negative implications for retention, attrition, and performance (Li & Carroll,
2017). Thus, certain interventions based on the introduction of proactive changes in the
workplace for different types of teachers have had the effect of enhancing their well-being
and performance at work. It would then be essential to look for mechanisms for
improving well-being among these workers (Bakker, Rodríguez-Muñoz & Sanz-Vergel,
2016). It was also found out by Sisask et al. (2014) that poor well-being reduces teachers'
belief that they can help students with emotional or behavioral problems. Poor teacher-
student relationships have been found to be associated with childhood psychiatric
disorders and exclusion from school three years later.
Perceived school well-being focuses on perceptions of their cognitive capacities,
learning, and concentration, as well as on their feelings about the school, avoiding any
overlap with peer relations that were examined separately. Relevant school-related
factors, such as achievement, schoolwork load, and relationships with peers have been
consistently reported to constitute strong determinants of complaints in teachers
(Petanidou et al., 2013). Well-being has been well studied over recent decades and,
consequently, substantial progress has been made regarding its conceptualization and
assessment. Health is an important dimension of psychological well-being, and there is a
consensus that it is more than just the absence of mental illness or physical infirmity (Leite
et al., 2019). Research on teacher well-being has focused largely on stress and burnout.
Organizational and social pressures such as administration workload, classroom
management issues, and lack of supervisor and team support have been extensively
studied (Spilt, Thijs & Koomen, 2011).
The Transactional Model of Stress and Coping by Lazarus (1991) is outlined as an
organizational framework. The model explains the potential effects of external stressors
on well-being through the experiences of everyday discrete emotions and is, therefore,
highly useful to understand the effects of interpersonal teacher-student stressors on
teacher well-being. The Self-Determination Theory by Deci and Ryan (2000) has been
widely applied both in the field of organizational psychology and educational
psychology to study motivation and well-being. Though relatively little research has
been conducted on teaching, several studies have pointed to the importance of choice and
control in teaching as well as support from supervisors and colleagues. Researchers have
now turned their attention toward understanding the mechanisms that facilitate
participation in physical activity and increased well-being (Gunnell et al., 2014).
Participation in physical activity has been shown by studies to produce positive moods,
and increase general psychological well-being and life satisfaction (Lapa, 2015).
There are only a few studies (Antoniou, Ploumpi & Ntalla, 2013; Buchanan et al.,
2013; McCallum, Price & Graham, 2017; Yin, Huang & Wang, 2016) that discussed
learning environment and physical education teacher attitude as determinants of their
European Journal of Physical Education and Sport Science - Volume 9 │ Issue 2 │ 2022 177
perceived well-being. The researcher also did not come across any study on the learning
environment and physical education teacher attitude as determinants of their perceived
well-being which could be a tool for an improvement plan. The researcher is interested
in conducting this study as there are no similar or existing studies using the same
variables in the local setting. The researcher is determined to discover the influence of the
learning environment and physical education teacher attitude toward the perceived well-
being of teachers in Physical Education within the Davao region. The results of the study
may provide new knowledge in the field of Physical Education, thus, the urgency to
conduct this study.
2. Literature Review
2.1 Learning Environment

The importance of school buildings and classroom spaces for teachers’ and students’
practice had been ignored for many years. It was stated by Altmann (2015) that most
teachers do not think about their school and their classrooms as a built environment for
teaching and learning but rather, they focus on the restrictions of their school building
and their classrooms. Effective, standards-aligned teaching and learning are only
possible when an optimal learning environment is in place. In optimal learning
environments, instruction addresses the needs of every learner with ever-present
attention to equity and continuous academic, social, and emotional growth (New Teacher
Center, 2018). The learning environment should actively engage all students and develop
in them the capacity to understand themselves as learners with the necessary strategies
to be able to learn more effectively. This principle means that learning-centeredness
should fill in the priorities of the learning organization (OECD, 2017).
Also, a classroom setting has two major components, namely, the physical
component and the human component. The physical component comprises all the
physical objects present in the classroom such as blackboard, furniture, lighting,
projector, books, computers, etc., whereas the human component comprises individuals
like teachers and students in the classroom. It generally involves the nature of the
interaction of teachers with students and student-student as well. This pattern of
interaction generates a particular atmosphere which may be called a learning
environment. Most scholars agree that students’ academic achievement varies with
learning conditions (Malik & Rizvi, 2018).
Recently, a new learning environment is a holistic and integrated environment
with the goal of promoting opportunities for lifelong learning and individual study. It is
an environment that is not yet fully established and contains many new elements which
are still being experimented with. Its characteristics include openness and flexibility in
terms of time, place, method, and the right to study. Typical features also include new
forms of action and student groups, made possible by novel approaches and educational
policy, together with the possibilities offered by new technology (Andersone, 2017).
The first indicator of the learning environment is perceived challenges wherein a

study by Akareem and Hossain (2016) indicated that the environment created by higher
education institutions influences the students’ perception of quality. Students studying
in universities where a high level of education quality is advocated generally have a
higher level of perception of education quality. Thus, university authorities should
ensure a supportive learning environment for the students. This type of challenging
practice could be more effective if universities of different developing countries establish
their own standard of the educational environment.
Moreover, in another study, the challenge for continuous quality improvement
and innovation is essential in a school. The use of a regular monitoring tool would permit
timely interventions to remediate problematic areas, which translates into improved
student perceptions of the educational experience. The school’s problematic areas center
on timetabling, emphasis on factual learning, boredom, and stress. Formative assessment
structure for students, improved administration, and systems to identify stressed
students are key recommendations (Idon, Suleiman & Olasoji, 2015).
The second indicator of the learning environment is perceived threat wherein
teachers’ work involves addressing the needs of students, identifying problematic
behaviors, and collaborating with many systems to develop intervention strategies that
intend to educate students on minimizing the impact of school threats and promote safety
(Soliman, 2017). As stated by Werner (2015), the teacher may be interested in learning
about children who are at extreme levels of functioning, as they may need to prevent
them from moving to more complex and advanced levels of deterioration and
dysfunction. Accordingly, depending on their level of preparedness, school teachers can
utilize preventive strategies that help reduce children’s reactions to the crisis by focusing
on children’s feelings and activities. It is asserted that school teachers must have a solid
understanding of the environments that make up the child’s ecological system, such as
school, community, and family. These statements are also applicable to teachers in
Physical Education.
The third indicator of the learning environment is perceived competitiveness
wherein the engineering of learning environments brings together several new proxies
such as new teaching tools, new teaching methods, new interaction techniques, and new
methods of evaluation. Faced with these challenges, a series of educational methods
emerge. It was stated that a physical education gamification is a powerful tool for
capturing people's attention and engaging them in a target activity. Such an environment
is based on a process of application of physical education games wherein the notion of
competitiveness during the learning adapts to everyday situations. Physical education
gamification offers learners a space for interaction with themselves and their pairs
(Simpson & Jenkins, 2015).
The last indicator of the learning environment is perceived internal control
wherein it is defined as a process for assuring the achievement of an organization's
objectives in operational effectiveness and efficiency, reliable reporting, and compliance
with laws, regulations, and policies. An organization needs internal controls to provide
greater assurance that it will achieve its operating, reporting, and compliance objectives;
in other words, to help the organization such as a school succeed in its mission (Obuogo,
2018). In addition, perceived internal control plays a significant role in forming
relationships. It was mentioned Varga (2017) that students need to develop a sense of
control by having a structured classroom environment and by experiencing a caring and
trusting relationship with teachers. When students do not feel a sense of control or when
they feel their teachers do not care about them, there are many negative consequences.
The effects of perceived internal control directly contribute to forming relationships with
teachers and the student’s education.
2.2 Physical Education Teacher Attitude

Attitude is a mental or neural state of readiness, organized through experience, exerting
a directive or dynamic influence upon an individual’s response to all situations to which
it is related. Furthermore, attitudes mean the individual’s prevailing tendency to respond
favorably or unfavorably to an object, person, or group of people, institutions, or events
(Elina, 2016). Attitudes of some secondary school teachers towards the teaching
profession coupled with their unethical behavior are partly responsible for the poor
perception of non-education undergraduate students of private universities to teacher
education. This explains why non-education undergraduates of private universities are
not interested in the teaching profession and therefore look down on their fellow students
in the faculty of education (Odike & Nnaekwe, 2018). These statements are also applicable
to teachers in Physical Education.
Moreover, knowing the attitude of an individual toward an object or a stimulus
would make it possible to predict the behavior of the same individual toward the related
stimulus. In this context, several studies were conducted in Turkey to determine the
levels of positive or negative attitudes of pre-service teachers towards the teaching
profession. When teacher behavior is analyzed in a classroom environment, it could be
observed that one of the main factors determining teacher behavior was the quality of the
attitude of the individual towards the profession (Demirtaş & Aksoy, 2016; Ekici, Çıbık
& Fettahlıoğlu, 2014; Kutlu, Gökdere & Çakır, 2015).
The first indicator of physical education teacher attitude is classroom management
wherein it was stated by Wu (2015) that with the increasing need for individualized
instruction, teachers commonly report classroom management to be one of their greatest
challenges. Classroom management involves teachers’ efforts to oversee classroom
activities such as learning, interaction, and behavior. Caner and Tertemiz (2015)
mentioned that evidence from research on teachers’ classroom management is necessary
to enhance efforts to improve professional readiness alongside work and to develop and
implement effective teacher training programs.
In addition, it is of high relevance for teachers to identify the classroom
management techniques to be used. It was cited by Diaz et al. (2018) that this can be
helpful for a number of reasons: to be aware of the techniques teachers mostly tend to
use; to identify patterns of behavior; to find out which ones are more effective; to identify
teachers’ beliefs behind their actions inside and outside the classroom; and, one of the
most relevant ones, to enable pedagogical reflection by making teachers aware of their
teaching process in order to identify weaknesses and strengths, as well as possible
modifications of their practices. In fact, it was concluded that classroom management is
a powerful component of the overall classroom climate that affects students’ behavior,
engagement, and the quality of students’ learning (Martin, et al., 2016).
The second and final indicator of physical education teacher attitude is personal
competence which is the integration and manifestation of knowledge, skills, and attitudes
in performance in a specific, pre-defined context and in concrete, authentic tasks. The
competencies needed in innovation processes can refer to knowledge, skills, and
attitudes, but the influence of individual characteristics also seems to be significant.
Individual innovation competencies are synonyms for a set of personal characteristics,
knowledge, skills, and attitudes that are connected to creating concretized and
implemented novelties through collaboration in complex innovation processes. Similar
to other competences, innovation competence can be learned and developed (Hero,
Lindfors & Taantila, 2017; Peschl et al., 2014).
Furthermore, competence is understood as a fundamental behavioral aspect or
characteristic which can reveal itself in effective and successful action and depends on an
action context, organizational factors and environmental factors, and also professional
activity characteristics (McRae, 2012). In the competence description, the range of the
context is called where a trainee can demonstrate it. An important aspect of teacher
competence support is the manner in which a teacher expresses feedback to students, in
terms of tone and sensitivity. The competence is focused on the requirement and is
described in responsibility and autonomy terms (Urunbassarova, 2013).
2.3 Perceived Well-being

The measurement of well-being, broadly defined as the quality and state of a person's
life, has become an area of growing prominence for academics, healthcare professionals,
and policymakers alike. However, despite extensive study on the topic, there is little
available consensus in the literature on the range, contents, and differences between self-
report measures of well-being (Linton, Dieppe & Medina-Lara, 2015).
Furthermore, the study by Kutsar, Soo, and Mandel (2019) aimed to understand
and explain the low level of satisfaction with school life among teachers who, unlike their
peers, did not exhibit a liking for the school. The study showed that teachers develop
negative feelings about various aspects of the school that leads to dislike for the school.
Teachers would have life skills and professional ethics to promote the perceived well-
being of children and also have new and effective ways of taking care of themselves. The
social environment of a perfect school would secure the physical, social, and mental
perceived well-being of both children and teachers. A school would become a better
place, if its physical environment supported everyday school life, was innovative in
inspiring and inviting cooperation and enabled various activities, and offered
appropriate privacy.
Moreover, the relationship between teacher stress and teachers’ health has been
shown to be important in previous studies (Dicke et al., 2015; Kjellström, Almquist &
Modin, 2016; Lauermann & König, 2016). Preventing and supporting efforts to reduce
teacher stress and fatigue would therefore give direct implications for a healthier teacher
profession. Also, the study by Ramberg et al (2019) suggested that it would also convey
direct implications for teachers’ perceived well-being aspects that other studies raise as
crucial for increasing school performance and for promoting future health. It may
concern supporting individual teachers exposed to high levels of stress and preventive
work at the school level. In order to reduce stress among teachers, and thereby increase
students’ school well-being, different actions on several levels can be taken into account.
The first indicator of perceived well-being is psychological well-being wherein
assessing teachers’ psychological well-being is the first step in protecting teachers’ mental
health and providing them with an environment that helps flourish their professional
and personal development. As Ozu et al. (2017) cited, it is also crucial for good teacher–
student interactions, which in turn, may affect student self-efficacy, social abilities, and
even mental health.
Furthermore, in a qualitative study of the factors that contribute to the
psychological well-being of teachers, psychological well-being was defined as a higher-
order construct that draws from positive psychology, comprising the four facets of hope,
self-efficacy, optimism, and resilience. Teacher participants reported that solidarity and
teamwork between colleagues, being reminded that teaching improves new generations,
and builds toward the future, impacted teachers’ psychological well-being as the
motivation of feeling responsible for creating a better society made them more
determined to reach their objectives. In addition, it was found out that teachers’
psychological well-being increased when teachers helped their students to overcome
problems, particularly if the teachers were working in low socio-economic schools
(Çimen & Özgan, 2018).
The second indicator of perceived well0-being is physical well-being wherein in
recent years, Hwang et al. (2017) mentioned several factors that have hindered the
educational process, and among them, teachers’ physical well-being has been one of the
main affected. This fact also takes place in the physical education field, especially when
considering that several health problems take part during physical education teachers’
professional careers such as lower back pain, voice disorders, common cold, and auditory
problems. Moreover, low salaries, job type, job promotion, bad relationships with
colleagues, and poor management have interfered with perceived job satisfaction.
Furthermore, the research by Ekwulugo (2015) found that most teachers feel that
the quality of their physical well-being is at the heart of their ability to work effectively
and that the current climate of teaching is becoming increasingly difficult for teachers to
manage and sustain healthy experiences of their own physical well-being by themselves.
It is suggested that it is therefore important to allow more holistic discourses about
efficacy, growth, and enhancement of standards within education, which go beyond the
classroom and data-driven pedagogical practice.
Lastly, the study by Rahm and Heise (2019) concluded that the training was well-
received by teachers and increased their physical well-being for at least 1 month after the
training. In the context of the growing field of positive education, the training could
prove to be a motivating starting point for school development processes to promote
physical well-being and flourishing for teachers and students if the results found here
can also be replicated in methodologically stricter research designs. Due to the low
organizational and time expenditure, it can be easily integrated into the training systems
for teachers.
2.4 Correlation between Measures

Besides content coverage and teaching practice, physical education teacher attitudes may
also be influenced by the learning environment, and teaching quality, particularly in
terms of classroom organization, and classroom management. For example, the study by
Mensah, Okyere, and Kuranchie (2013) showed that teachers teaching in conducive
learning environments tend to exhibit more positive attitudes. Another recent study by
Ayob and Yasin (2017) on students in Romania also revealed that teachers who are
successful in creating caring learning environments that encourage motivation can help
mold students' positive attitudes.
In addition, the findings of the study by Barbieri et al (2019) support the idea that
principals play a pivotal role in steering the direction of their school which requires
guiding the day-to-day business of the school including matters associated with both
students and teachers. Furthermore, the growing autonomy of schools compared to the
regional authorities is creating confusing dynamics with respect to organizing school
activities. From a practical point of view, the results of the said study highlight the
importance of the school effect, in terms of teachers' perception of having both material
and staff resources at their disposal in the work context. At the same time, the possibility
of continuous professional development, and involvement in the management processes
in the school environment result in influencing teachers' satisfaction and perceived well-
being.
Moreover, the literature also indicated that the physical attributes of the
environment and the configuration of the learning space act on the perception of
students. It was stated by Zamar et al. (2020) that in this dialogue where the level of
perceived well-being and the functional possibilities offered by space are related, the
impact on the learning process of those who inhabit it can be positive if the conditions
are met. Thereby, the physical distribution of the school environment, including all the
components that configure it, as is the case of spatial proportionality and the physical
arrangement of the classroom, are considered external conditions of learning.
Additionally, teachers look to their administrators for support and the kinds of
professional development opportunities that will contribute to their self-efficacy,
reduced stress levels, and increased effectiveness with their students. Attitudes and
perceived well-being may shift, populations of teachers are always in flux, and
notification of areas requiring professional development should be an ongoing endeavor.
These factors are known to be related to teacher burnout and attrition rates (Gaines &
Barnes, 2017; Yu et al., 2015). Lastly, it was found out by Chou et al. (2016) that life attitude
and perceived well-being were significantly positively correlative originally. These
statements are also applicable to teachers in Physical Education.
This study is anchored on the Transactional Model of Stress and Coping of Lazarus
(1991). It is stated by this model that an individual’s reaction to stress is guided by the
subjective interpretation of an external stressor which subsequently triggers an emotional
response. The primary appraisal process involves subjective evaluations of whether the
incident is relevant. Only incidents that are judged relevant to one’s goals, values, or
needs trigger emotions. The theory supports the study as it emphasizes that one’s
capacity to cope with challenges is a consequence of interactions that occur between a
person and their environment.
This study is supported by the Ecological Systems Theory by Bronfenbrenner
(1977) which encompasses the layered environmental system of microcosms in which
human development takes place and emphasizes the importance of family, teachers,
schools, and the larger sociocultural environment on the developmental process. It has
focused on one or more of these aspects and has associated classroom environment
variables with numerous positive and negative student outcomes in addition to the wide
array of outcomes investigated in relation to the classroom environment. The theory
supports the study as it suggests that the environment of the child is a nested
arrangement of structures, each contained within the next. These are organized in order
of how much of an impact they have on a child.
This study is also supported by the Self-determination theory (SDT) by Deci and
Ryan (1985) which posits that an open awareness may be especially valuable in
facilitating the choice of behaviors that are consistent with one’s needs, values, and
interests. On the other hand, automatic or controlled processing often precludes
considerations of options that would be more congruent with needs and values. That is,
awareness facilitates attention to prompts arising from basic needs, making one more
likely to regulate behavior in a way that fulfills such needs. With that being said,
mindfulness may facilitate well-being through self-regulated activity and fulfillment of
the basic psychological needs for autonomy may it be in the form of a self-endorsed or
freely chosen activity, competence, and relatedness. The theory supports the study as it
underlines that the best way to motivate people to perform work is to reinforce their
behavior with rewards.
3. Material and Methods
This study utilized a quantitative non-experimental design of research using a

descriptive-predictive correlational technique. This method of research is appropriate for
this study because its objective is to determine the significant relationship between the
independent variables and dependent variable including the influence of the
independent variables on the dependent variable. This kind of design as stated by De
Vaus (2001) provides summary data specifically measures of central tendency including
the mean, standard deviation, and correlation between variables or employing methods
of analyzing correlations between multiple variables by using tests such as Pearson r and
regression analysis.
Generally, correlational studies use independent and dependent variables, but the
effect of the independent variable is observed on the dependent variable without
manipulating the independent variable (Patidar, 2013). This method of research is
appropriate for this study because its objective is to determine the influence of learning
environment and learning attitude on the well-being of public school teachers who are
teaching Physical Education.
The respondents of this study were the 320 public school teachers under the
elementary and secondary departments teaching MAPEH and MAPEH Majors in all
schools under the division of Davao del Sur, Province of Davao Del Sur. In determining
the respondents of this study, stratified random sampling was used as the sampling
technique. Stratified sampling is a common sampling technique used by researchers
when trying to draw conclusions from different sub-groups or strata (Salkind, 2007). The
researcher identified in particular, the teachers under the Physical Education, who are
currently employed for the Academic Year 2021-2022. These respondents included those
who are full-pledged P.E. teachers and non-P.E. teachers but who are presently handling
or teaching P.E. subjects as they can answer the survey questionnaire considering that
they are in the same working situation as the full-pledged P.E. teachers.
The teachers who were excluded as respondents of the study were those working
in private schools even if they are teaching MAPEH subjects and those teachers in the
identified research locale of the study but who hold a managerial or
supervisorpositionson in the MAPEH department, for they are in different work
environment and supervision.
The respondents were chosen accordingly to answer the questionnaire with
confidentiality. The target respondents were free to decline from participating in the
survey. They were not forced to answer the research questionnaire and were encouraged
to return the same to the researcher for its automatic disposal.
There was a systematic procedure followed in the conduct of the study. After the
approval of the research instrument by the panel members, formal permission to conduct
the study was requested from the Dean of the University of Mindanao and was
forwarded to the Division Superintendent of Davao del Sur division, Province of Davao
Del Sur to gain endorsement to the school principals for the conduct of the survey.
As soon as there is already an endorsement, the researcher immediately visited
the concerned school heads of the different schools, as part of the courtesy call, and
discussed the plan for the conduct of an online survey thru Google forms to all concerned
teachers/respondents. The researcher strictly observed the safety protocols during this
pandemic time as per mandate by the Inter-Agency Task Force for the Emerging
Infectious Disease (COVID-19) such as physical/social distancing and the wearing of
facemasks. During the courtesy call, a list and contact numbers/email addresses of
teachers were requested from the offices of the concerned school heads/principals. The
list served as the basis for the researcher for the data gathering. Also, before the actual
data collection, the researcher has secured the Certificate of Compliance from UMERC to
ensure compliance with some ethical considerations in research. All data from the
retrieved questionnaires were analysed and interpreted in line with the objectives of the
study. Based on the findings of the study, conclusions and recommendations were
formulated.
This study employed the following statistical tools: Mean was used to determine
the levels of learning environment, teacher attitude, and perceived well-being of teachers
in Physical Education. Pearson Product Moment Correlation (Pearson r) was used to
determine a significant relationship between learning environment, teacher attitude, and
perceived well-being of teachers in Physical Education. Regression was used to
determine the significant influence of learning environment and teacher attitude towards
the perceived well-being of teachers in Physical Education.
4. Results and Discussion
Table 1: Learning Environment

Indicators Mean SD Descriptive Level
Perceived challenges 4.22 0.620 Very High
Perceived threat 1.88 0.749 Low
Perceived competitiveness 2.97 0.459 Moderate
Perceived internal control 3.98 0.526 High
Overall 3.26 0.236 Moderate
The moderate level of learning environment is due to the low, moderate, high, and very
high ratings given by the respondents. The indicator of perceived challenges has a very
high rating while the indicator of perceived internal control has a high rating. Moreover,
the indicator of perceived competitiveness has a moderate rating while the indicator of
perceived threat has a low rating.
The very high level of perceived challenges is suggestive of the high extent of the
environment created by higher education institutions which influences the students’
perception of quality. This claim is in line with various authors (Akareem & Hossain,
2016; Idon et al., 2015) stating that university authorities should ensure a supportive
learning environment for students. Such type of challenging practice could be more
effective if universities of different countries establish their own standard of the
educational environment. The challenge for continuous quality improvement and
innovation is essential in school. Further, the high level of perceived internal control is
indicative of the high extent of processes for assuring the achievement of an
organization's objectives in operational effectiveness and efficiency. This is in line with
various authors (Obuogo, 2018; Varga, 2017) who mentioned that an organization needs
internal controls to provide greater assurance that it will achieve its operating, reporting
and compliance objectives. The effects of perceived internal control directly contribute to
forming relationships with teachers and the student’s education.
In addition, the moderate level of perceived competitiveness suggests that
learning environments moderately bring together new proxies such as new teaching
tools, new teaching methods, new interaction techniques, and new methods of
evaluation. This claim concurs with the statements of (Simpson & Jenkins, 2015) wherein
a series of educational methods emerges. Having such an environment is based on a
process of application of physical education games wherein the notion of competitiveness
during learning adapts to everyday situations. Lastly, the low level of perceived threat is
suggestive of the low levels of work which involves addressing the needs of students and
identifying problematic behaviors. This claim negates the statements of various authors
(Soliman, 2017; Werner, 2015) who stated that the teacher may be interested in learning
about children who are at extreme levels of functioning, as they may need to prevent
them from moving to more complex levels of deterioration and dysfunction. It is asserted
that school teachers must have a solid understanding of the environments that make up
the child’s ecological system, such as school, community, and family.
Table 2: Physical Education Teacher Attitude

Classroom management 4.46 0.433 Very High
Personal competence 4.35 0.502 Very High
Overall 4.40 0.440 Very High
Another variable in this study is the physical education teacher’s attitude. The very high
level of physical education teacher attitude shows that the teachers have a very high
mental state of readiness, organized through experience, and exert a dynamic influence
upon a student’s response to all situations with which it is related. The indicators of
classroom management and personal competence are arranged from highest to lowest.
The very high level of classroom management is indicative of the very high efforts of
teachers to oversee classroom activities such as learning, interaction, and behavior. This
claim is in line with various authors (Caner & Tertemiz, 2015; Martin et al., 2016) stating
that classroom management is a powerful component of the overall classroom climate
that affects students’ behavior, engagement, and the quality of students’ learning.
Classroom management is necessary to enhance efforts to improve professional readiness
alongside work and to implement effective teacher training programs.
Furthermore, the very high level of personal competence is suggestive of the very
high integration and the manifestation of knowledge, skills, and attitudes in performance
in specific, and in concrete, authentic tasks. This claim concurs with the statements of
various authors (Hero et al., 2017; Peschl et al., 2014) wherein individual innovation
competencies are also known as a set of personal characteristics, knowledge, skills, and
attitudes that are connected to creating concretized and implemented novelties through
collaboration in complex innovation processes. Students also perceive that their physical
education teachers have a high level of professional personality competencies.
Table 3: Perceived Well-Being of Teachers

Psychological well-being 4.20 0.739 Very High
Physical well-being 3.38 0.264 Moderate
Overall 3.79 0.476 High
The level of perceived well-being is high resulting from the very high and moderate
levels of responses. The indicators of psychological well-being have a very high rating
while the indicator of physical well-being has a moderate rating. These indicators are
arranged from the highest to the lowest level. The very high level of psychological well-
being is suggestive of the very high protection of teachers’ mental health and the
provision of an environment that helps flourish their professional and personal
development. This claim is in line with various authors (Çimen & Özgan, 2018; Ozu et
al., 2017) who stated that it is crucial for good teacher-student interactions, which in turn,
may affect student self-efficacy, social abilities, and even mental health. Solidarity and
teamwork between colleagues, and being reminded that teaching improves new
generations, impacted teachers’ psychological well-being as the motivation of feeling
responsible for creating a better society which made them more determined to reach their
objectives.
Additionally, the moderate level rating of physical well-being is indicative of the
heart of the teachers’ abilities to work effectively and that the current climate of teaching
is moderately difficult for teachers to manage and sustain healthy experiences of their
own physical well-being by themselves. This is also in line with various authors
(Ekwulugo; 2015; Rahm & Heise, 2019) wherein training could prove to be a motivating
starting point for school development processes to promote physical well-being and
flourishing for teachers. It is important to allow more holistic discourses about efficacy,
growth, and enhancement of standards within education, which go beyond the classroom
and data-driven pedagogical practice.
Table 4.1: Significance on the Relationship between

Learning Environment and Perceived Well-being
Perceived Well-being
Learning Environment Psychological Physical
Overall
Well-being Well-being
Perceived Challenges 0.645 0.597 0.666
<0.001 <0.001 <0.001
Perceived Threat -0.708 -0.585 -0.712
<0.001 <0.001 <0.001
Perceived Competitiveness -0.132 -0.082 -0.125
0.018 0.144 0.025
Perceived Internal Control 0.590 0.405 0.570
<0.001 <0.001 <0.001

Overall 0.129 0.115 0.132
0.021 0.039 0.018
The correlation between measures of the learning environment and perceived well-being
revealed a significant relationship. This implies that the learning environment is
significantly correlated with perceived well-being. The findings of this study are in line
with various authors (Barbieri et al., 2019; Zamar et al., 2020) stating that the possibility
of continuous professional development and involvement in the management processes
in the school environment results in influencing teachers' perceived well-being. It is
essential that school leaders try to create a supportive learning environment in order to
promote the professional growth of their teachers. Moreover, the level of perceived well-
being and the functional possibilities offered by space are related as the impact on the
learning process of those who inhabit it can be positive if the conditions are met. There is
also a relationship between the environmental variables of the built space and its effect
on teaching and learning processes, such as lighting, temperature, thermal comfort, color,
materials, noise level, and indoor air quality, among others.
Table 4.2: Significance on the Relationship between

Physical Education Teacher Attitude and Perceived Well-being
Perceived Well-being
Physical Education
Psychological Physical
Teacher Attitude Overall
Well-being Well-being
Classroom Management 0.109 0.138 0.123
0.051 0.014 0.028
Personal Competence 0.072 0.083 0.079
0.198 0.140 0.159
Overall 0.095 0.115 0.106
0.090 0.040 0.059
The correlation between measures revealed that there is no significant relationship

between physical education teacher attitude and perceived well-being. This implies that
physical education teacher attitude is not correlated with perceived well-being. The result
of this study negates with various authors (Chou et al., 2016; Gaines & Barnes, 2017; Yu
et al., 2015) who mentioned that life attitude and perceived well-being are significantly
correlated. Teachers look to their administrators for support and the kinds of professional
development opportunities that will contribute to their self-efficacy, reduced stress
levels, and increased effectiveness. Attitudes and perceived well-being shift, populations
of teachers are always in flux, and identification of areas requiring professional
development should be an on-going endeavor. These factors are a relationship between
teacher burnout and attrition rates.
Table 5: Significance on the Influence of Learning Environment and

Physical Education Teacher Attitude on Perceived Well-being of Teachers
Overall Model Test
Model R R² F df1 df2 p
1 0.787 0.620 85.0 6 313 <0.001
Sum of Squares df Mean Square F p
Perceived Challenges 2.4981 1 2.4981 28.302 <0.001
Perceived Threat 5.4487 1 5.4487 61.731 <0.001
Perceived Competitiveness 0.0851 1 0.0851 0.964 0.327
Perceived Internal Control 3.0025 1 3.0025 34.016 <0.001
Classroom Management 0.0183 1 0.0183 0.207 0.649
Personal Competence 0.1441 1 0.1441 1.632 0.202
Residuals 27.6272 313 0.0883
The result of this study showed a significant influence of learning environment and
physical education teacher attitude on perceived well-being as mentioned in the
influence section of this study. Thus, the null hypothesis which stated that there is no
significant influence between learning environment, physical education teacher attitude,
and perceived well-being is rejected. The result implied that among the indicators of the
learning environment and physical education teacher attitude, perceived threat,
perceived internal control, and perceived challenges have the highest degrees of
influence on perceived well-being compared to perceived competitiveness, classroom
management, and personal competence. The result is linked to the statements of various
authors (Ayob & Yasin, 2017; Mensah et al., 2013) wherein teachers teaching in conducive
learning environments tend to exhibit more positive attitudes. Also, teachers who are
successful in creating caring learning environments that encourage motivation can help
mold students' positive attitudes.
5. Recommendations
The researcher came up with recommendations based on the results of the study. On the
moderate level of teaching environment, the researcher recommends that school
management may continue to establish an atmosphere in school where teachers feel that
everything that they do matters to the school, to the students, and even to the community.
School programs and activities like getting to know more about the students, honest and
healthy dialogue between school management and teachers thru the conduct of focus
group discussion as a mode of addressing some concerns of teachers or conduct of
seminar about personality development and special counseling practices every semester.
The school may give more importance to the plight of all teachers by providing activities
like an annual outing or get-together, spiritual activities like retreats or recollections, and
year-end celebrations of successes and achievements received by the school as recipients
to competitions or best practices to teachers who are excelling in their fields of expertise.
Another recommendation that the researcher may recommend is the conduct of mental
health awareness symposia or fora to be able to improve and check the mental health of
teachers. This is a continuing activity considering that the life of teachers in this pandemic
time has been greatly affected due to abrupt changes in the mode of teaching from face-
to-face to online teaching platforms. Also, the conduct of some refresher courses on IT
and the use of some platforms as part of the teaching strategies.
On the very high levels of teacher attitude, the researcher recommends that school
activities and programs which are already established may be sustained such as the
regular conduct of meetings between school management and teachers to thresh out
problems or differences that are present in the class or in school and be able to find
solutions on the existing problems before it gets worst. Open communication between
school management, teachers and students, and even parents may be of great help to
maintain a good working relationship among these stakeholders. The school may also
conduct an evaluation of teachers (peer to peer) or school management-teachers and
teachers and students. This will help come up with some good actions out on the results
of the evaluation. On the other hand, on the high-level result on the perceived well-being
of teachers, the researcher recommends that activities that will enhance the level of
perceived well-being of teachers can be conducted regularly. This will include activities
like participation of teachers in sports fest or school-wide physical activities so that they
will be able to unwind and meet friends and colleagues in the said activity. School
management can always establish a supportive and trusting workplace culture where
everyone is given the chance to communicate their concerns and where it is open to the
plans of teachers for professional development and proceed to enroll in their master’s or
doctoral degrees. The conduct of seminars on stress management, conflict resolution,
decision-making, and other mental awareness activities may be regularly provided to the
teachers as part of the self-care programs of the school.
The result on the significant relationship between learning environment and the
perceived well-being of teachers only shows the learning environment is significant to
the well-being of teachers and as such, the researcher hereby recommends that the school
should maintain an environment that is not harmful or toxic to the teachers and students
and that collaboration and self-preservation should always be encouraged in the classes
and in school.
On the result of the significant influence of learning environment and attitude on
the well-being of teachers, the researcher recommends that the teachers should always
be aware of the school’s vision, mission and goals so that they will be able to maintain
the spirit of integrity and honesty and show the highest degree of competency in all
class/school activities to be able to deliver and share the best knowledge for the students.
Whatever the students learn from school, they will bring this out to their homes and to
the community, as a whole.
Lastly, the researcher recommends the conduct of another quantitative study
where additional variables may be included and will hopefully provide a significant
result correlating all the variables. This can be done in a larger population at the national
or regional levels.
6. Conclusion
With consideration of the findings of the study, conclusions are drawn in this section.
There is a moderate level of the learning environment while there is a very high level of
physical education teacher attitude. Also, there is a high level of perceived well-being.
There is a significant relationship between the learning environment and perceived well-
being. On the other hand, there is no significant relationship between physical education
teacher attitude and perceived well-being. Moreover, there is a significant influence of
learning environment and physical education teacher attitude on perceived well-being.
In addition, the findings of the study clearly confirm the notion about the significant
influence of the learning environment and physical education teacher attitude on
perceived well-being. The findings are supported by the anchor theory, the Ecological
Systems Theory by Bronfenbrenner (1977) which emphasized that schools and teachers
should work to support the primary relationship and to create an environment that
welcomes and nurtures families.
Acknowledgments
To our Almighty Father the source of life, wisdom, and everything for bestowing us His
love, and enlightenment. Dear Lord, the researcher lifts this work to you and gives you
back all the glory and praise.
This would then be the perfect time to say thank you to each person who
contributed a lot to the completion of this paper in terms of inspiration, insight, and
instruction. To Rodolfo II M. Osorno, EdD, the research adviser, for his precious time and
valuable suggestions shared for the realization of this study. The panel of examiners
chaired by Jocelyn B. Bacasmot, PhD and her members, Pedrito M. Castillo, EdD, Joel B.
Tan, DBM, and Lovella D. Serrano, EdD, for their constructive comments and suggestions
for the improvement of the study.
The officers of the Department of Education, Division of Davao del Sur, and the
school heads of the different public schools for giving permission to conduct the study
and to all the respondents-teachers, for their support in answering the survey
questionnaire.
To her husband, Prince Reynald G. Arbuyes, and son, Henry Simon A. Arbuyes,
parents, and friends for their selfless encouragement and financial support that made the
researcher pursue higher education.
Finally, to our GOD ALMIGHTY, for everything that HE has done for everyone.
To Him be the Glory and honor forever.
Conflict of Interest Statement

The authors declare no conflicts of interest.
About the Authors

Camille Janica V. Aclan is a secondary school teacher at Soong National High School,
Barangay Soong, Digos City, Davao del Sur, Philippines. Her main research interest is in
the area of learning environment and Physical Education Teacher attitude as
determinants of their perceived-well being.
Dr. Rodolfo II M. Osorno, is a University of Mindanao Digos Campus college professor,
Master Teacher I at Ramon Magsaysay Central Elementary School. His main research
interest is in the area of education system.
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European Journal of Physical Education and Sport Science

ISSN: 2501 - 1235

DOI: 10.46827/ejpe.v9i2.4562 Volume 9 │ Issue 2 │ 2022

LEARNING ENVIRONMENT AND PHYSICAL

Camille Janica V. Aclan1i,

Major in Physical Education,

Keywords: education, learning environment, teacher attitude, perceived well-being,

Copyright © The Author(s). All Rights Reserved. 176

2.1 Learning Environment

The first indicator of the learning environment is perceived challenges wherein a

2.2 Physical Education Teacher Attitude

2.3 Perceived Well-being

2.4 Correlation between Measures

3. Material and Methods

This study utilized a quantitative non-experimental design of research using a

4. Results and Discussion

Table 1: Learning Environment

Table 2: Physical Education Teacher Attitude

Table 3: Perceived Well-Being of Teachers

Table 4.1: Significance on the Relationship between

<0.001 <0.001 <0.001

Table 4.2: Significance on the Relationship between

The correlation between measures revealed that there is no significant relationship

Table 5: Significance on the Influence of Learning Environment and

Conflict of Interest Statement

About the Authors

Akareem, H. S. & Hossain, S. S. (2016). Determinants of education quality: What makes

Hero, L., Lindfors, E. & Taatila, V. (2017). Individual innovation competence: A

Rahm, T. & Heise, E. (2019). Teaching happiness to teachers - Development and

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