AN Inquiry into Physical Education for Sustainable Development: Basis for Enhancement PROGRAM

Abstract

This study investigated how public secondary school physical education (PE) teachers promote sustainable development across environmental, economic, health, social, and gender inclusion dimensions. Employing a quantitative descriptive-comparative design, the research included all PE teachers in Hinatuan, Surigao del Sur, using full enumeration. Data were analyzed with descriptive statistics, t-tests, and ANOVA. Results revealed that teachers frequently promote sustainability in PE, particularly in social sustainability and gender inclusion. There was no significant difference in promotion between male and female teachers; however, those with higher educational attainment demonstrated a stronger commitment to sustainability than those with only college degrees. The study concludes that while PE teachers are actively fostering sustainable development, further professional development and curriculum support are recommended. An enhancement program was developed based on these findings to strengthen the integration of sustainability in PE instruction.