¹Krenessa Magda E. Aguda, ²Roger A. Gimpaya

¹Secondary School Teacher II, DepEd Talisay Integrated School, Tiaong II, 4325 Philippines

²Assistant Professor IV, Chairperson of Sports and Cultural Affairs, Program Head of BPED at Laguna State Polytechnic University, San Pablo City, Laguna 4000 Philippines

DOI : https://doi.org/10.58806/ijsshmr.2025.v4i7n01

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ABSTRACT

This research paper aimed to explore the complex interconnections among sedentary behavior, self- efficacy, and physical well-being in educators. This study seeks to investigate the impact of extended inactivity on teachers' self-efficacy concerning their physical health and overall well-being, in light of the escalating expectations on educators and the prevalence of sedentary lifestyles. The research used a mixed-methods approach, integrating quantitative surveys that evaluate sedentary behavior patterns and self-efficacy levels with qualitative interviews to obtain a more profound understanding of personal experiences and attitudes. The results indicate a substantial relationship among sedentary behavior, self-efficacy, and the physical well-being of the participants. Furthermore, qualitative results underscore the significance of school culture and support structures in promoting healthy habits. This study highlights the necessity of mitigating sedentary behavior in educational environments and the prospective advantages of improving self-efficacy to foster teachers' physical health, hence developing a healthier and more efficient teaching workforce. Interventions designed to diminish sedentary behavior and enhance self-efficacy among educators are examined.

KEYWORDS:

sedentary behavior, self-efficacy, physical well-being.

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VOlUME 04 ISSUE 07 JULY 2025