UNTOLD STRUGGLES AND TRIUMPHS OF PE TEACHERS IN

RESOURCE-STAPPED PUBLIC SECONDARY SCHOOLS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 40
Issue 9
Pages: 1231-1239
Document ID: 2025PEMJ3925
DOI: 10.70838/pemj.400909
Manuscript Accepted: 05-11-2025
 Psych Educ, 2025, 40(9): 1232-1239, Document ID:2025PEMJ3925, doi:10.70838/pemj.400909, ISSN 2822-4353
Research Article

Untold Struggles and Triumphs of PE Teachers in Resource-Strapped Public Secondary Schools

Sahada S. Pangilan,* Emy A. Morbo
For affiliations and correspondence, see the last page.
Abstract
Behind every whistle blown on a cracked court lies a story of resilience. This study explores the untold challenges and
triumphs of Physical Education (PE) teachers in resource-strapped public secondary schools. PE plays a vital role in
fostering student health, teamwork, and holistic development, yet many teachers face significant barriers—ranging
from inadequate facilities and limited equipment to a lack of institutional support and funding. Despite these
constraints, PE teachers show remarkable dedication and adaptability. Through qualitative interviews and classroom
observations, this research investigates how they navigate daily hardships and implement innovative strategies to
maintain effective and engaging instruction. The findings reveal not only the professional and personal sacrifices these
educators make, but also how collaboration, community involvement, and creative teaching approaches help sustain
PE programs in under-resourced settings. The study underscores the broader implications of neglecting PE, including
its impact on student engagement, learning outcomes, and overall well-being. It further calls for educational
stakeholders to reconsider the marginalization of PE in school systems. Greater policy support and more equitable
resource allocation are essential to empower PE teachers and ensure all students have access to quality physical
education. Ultimately, this research shines a light on the unwavering commitment of PE teachers who continue to
inspire, teach, and uplift—often with little more than passion, perseverance, and a worn-out ball. Their stories
challenge us to redefine what it means to educate, especially in environments where the odds are stacked high.
Keywords: untold struggles and triumph, PE teachers, resource-strapped, public secondary school, educate

Introduction
In the underfunded and often overlooked corners of public secondary schools, Physical Education (PE) teachers silently bore the weight
of unmet needs. Tasked with promoting physical health and movement, they confronted the harsh reality of lacking equipment, outdated
facilities, and minimal support. Despite these obstacles, they remained resilient, driven by a genuine passion to nurture student growth.
Through creativity and persistence, they turned scarcity into strength, demonstrating the resilience of the human spirit. Globally,
Taboada et al. (2023) mentioned that education had been recognized as a vital pillar in shaping individuals and advancing nations.
Ajibade et al. (2022) supports that while the academic subjects such as Math and Science received priority, the importance of holistic
development had led to the integration of Music, Arts, Physical Education, and Health. (Dulay, 2022) added that these subjects,
collectively known as MAPEH, contributed significantly to students' physical, mental, and social well-being. However, Taboada et al.
(2023) said that PE teachers worldwide had struggled with issues such as limited facilities, minimal training, and lack of student
engagement Similarly, education Lao Culajara, (2023) stated that the Philippine public education system had faced resource constraints
that deeply affected the delivery of quality. Although the Department of Education aimed to strengthen curriculum delivery, teacher
development and learning resources often lagged behind, particularly in rural areas (Department of Education, 2022). In recent findings,
by Lorasa et al. (2024), challenges in delivering MAPEH subjects were identified, with PE being moderately difficult due to limited
support. They added that these realities had made it increasingly difficult for PE teachers to deliver effective instruction and maintain
student interest.
Research Questions
This study aimed to explore the untold struggles and triumph of PE teachers in resource strapped public secondary schools of the
Schools Division of Cotabato City during the school year 2024-2025. Specifically, it sought to answer the following questions:
1. What are the lived experiences of PE teachers in resource-strapped public secondary schools?
2. What are the personal and professional triumphs that PE teachers experience in their work?
3. What are the implications of these findings for supporting PE teachers in resource-strapped schools?

Literature Review
This section presents the related literature taken from different sources. This provides the descriptions of the related studies and how
these literatures relate to the present study. The last part of the chapter is the synthesis of the review. The struggles and triumphs of
physical education (PE) teachers in resource-strapped public secondary schools have been a subject of interest in educational research.
This review aims to synthesize relevant literature on the challenges faced by PE teachers in under-resourced environments, their
strategies to overcome these challenges, and the ultimate triumphs they experience in their practice. The themes in the literature include
limited resources, the role of resilience, and the impact of teacher self-efficacy on overcoming adversity. Performance in Video
Documentation
Challenges Faced by PE Teachers in Resource-Strapped Schools
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Research Article

One of the primary challenges for PE teachers in resource-limited environments is insufficient infrastructure. According to Lao and
Culajara (2023), a lack of proper sports facilities and equipment significantly impairs the quality of physical education in schools. In
many public secondary schools, particularly those in rural or economically disadvantaged areas, PE teachers must contend with
inadequate sports facilities, such as broken-down gyms, uneven playing fields, and a scarcity of essential equipment like balls, mats,
and nets. Additionally, time constraints and large class sizes are common obstacles faced by PE teachers Taboada, et. Al. (2023) argued
that large classes make it difficult for teachers to provide individualized attention, leading to lower quality lessons and sometimes
safety concerns during physical activities. Furthermore, in some cases, PE is treated as a secondary subject, with fewer resources
allocated compared to core subjects like math or science, further exacerbating the issue of underfunding (Daga, 2021).
The lived experiences of PE teachers in resource-strapped public secondary schools
The study of (Borrot, 2021) elaborated that music education positively impacted student learning and development, linking it to higher
academic achievement, enhanced social skills, and increased self-esteem. Kilag, et al., (2022) explained that despite these benefits,
music education was frequently marginalized due to funding and time constraints, presenting music teachers with significant challenges
such as limited resources, inadequate administrative support, and insufficient training. Similarly, Sasan et al. (2022) mentioned that
arts education contributed positively to student development, fostering improved academic performance, creativity, and critical
thinking skills. Pyer and Campbell (2018) said that, yet, like music education, arts education often faced underfunding and Morgan, P.,
& Bourke (2008) added that undervaluation in educational institutions, causing arts teachers to experience comparable challenges,
including resource scarcity and lack of administrative support.
Specific challenges and obstacles that PE teachers face in their daily work
According to Daga (2021), MAPEH, an acronym for Music, Arts, Physical Education, and Health, is an integral component of the K–
12 curriculum in the Philippines. This study drew its legal foundation from Article 14, Section 18 of the 1987 Philippine Constitution,
highlighting the state's emphasis on education, arts, culture, and sports. However, Loranas et al., (2024) mentioned that schools faced
ongoing challenges in module utilization, topic relevance, learner assessment, and consistency in platform implementation. Despite
these difficulties, Pangrazi and Corbin (2017) stated that MAPEH teachers actively engaged in professional workshops and training,
adopting social media and e-learning resources to support their learners.
Methodology
Research Design
This research employed a qualitative research design, specifically the Phenomenological Qualitative Approach, utilizing semi-
structured interviews following Moustakas's format. The study focused on exploring the untold struggles and triumph of Physical
Education (PE) teachers in resource strapped public secondary schools within the Schools Division of Cotabato City, BARMM,
Philippines. According to George (2022), the semi-structured interview approach according to Moustakas emphasized an emergent and
inductive method, enabling researchers to deeply explore and uncover themes and patterns from participants' narratives. This
interviewing technique involves asking open ended questions based on predetermined themes, yet allows flexibility in the order and
phrasing of questions. Commonly utilized in qualitative research 32 across various disciplines such as social sciences, marketing, and
survey methodologies, semi-structured interviews provide researchers with a consistent thematic framework while allowing the
exploration of diverse perspectives related to the central research questions.
Participants
This study was conducted in eight small schools under the Schools Division of Cotabato City, Bangsamoro Autonomous Region in
Muslim Mindanao. These schools included Diocolano High School, Datu Sema Kalantungan High School, Pilot Provincial Science
and Technology High School, Bangsamoro Stand-Alone Senior High School, Bubung High School, Buaya-Buaya High School, LR
Sebastian National High School, and Canizares National High School. According to Edelman (2017), small schools often received less
funding than larger ones, which led to a shortage of resources, particularly in Physical Education (PE). This situation is anchored to
the experiences of the schools listed above as the school participants for this research. These schools were lacked essential facilities
such as gymnasiums, playing fields, and frequently lacked of appropriate sports equipment for PE teaching. Consequently, PE teachers
faced challenges in delivering effective lessons and ensuring a safe, engaging learning environment for students. These schools were
selected as study sites to explore both the challenges and 33 successes experienced by small schools in implementing quality PE
programs within the Schools Division of Cotabato City.
Instrument
This study employed In-Depth Interviews (IDI) for the student participants and a Focus Group Discussion (FGD) for the teacher
participants. In-depth interviewing was a qualitative research technique that involved conducting intensive one-on-one interviews with
a small number of respondents to explore their perspectives on a specific idea, program, or experience. These interviews were
particularly useful for obtaining detailed information about participants’ thoughts and behaviors or for exploring emerging issues in
greater depth. They also provided valuable context to complement other data sources, contributing to a more comprehensive

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Research Article

understanding of the phenomenon.

Procedure
Before the data gathering, the researcher first sought permission from the Dean of the Graduate School of Sultan Kudarat State
University to conduct the study. Once approval was obtained, the researcher then wrote formal request letters to the principals of
Diocolano High School, Datu Sema Kalantungan High School, Pilot Provincial Science and Technology High School, Bangsamoro
Stand-Alone Senior High School, Bubung High School, and Buaya-Buaya High School under the Schools Division of Cotabato City,
to request approval to interview the purposively selected PE Coordinators. 37 Prior to the interviews, all participants received a
thorough orientation regarding the study’s purpose, procedures, and ethical considerations.
During this session, participants were given sufficient time to review and sign the assent and informed consent forms (ICF). Ethical
assurances—including anonymity, confidentiality, and the voluntary nature of participation—were clearly communicated. Providing a
preview of the interview helped increase the likelihood of obtaining honest and thoughtful responses from the participants.
Data Analysis
In conducting data analysis for this study, the researcher employed thematic analysis. According to Moustakas (1994), thematic analysis
emphasizes identifying, analyzing, and reporting patterns or themes within qualitative data, providing a detailed and organized
description of the information gathered. This process followed the six steps outlined in the thematic analysis framework:
Familiarizing with the Data. The researcher began by reading and re reading the transcribed interviews to gain a deep understanding
of the content. This step allowed the researcher to immerse in the data and begin noticing recurring patterns and initial ideas. Familiarity
was essential before moving forward with formal coding.
Generating Initial Codes and Themes. The researcher generated preliminary codes by systematically identifying notable segments
within the data. This involved data reduction—collapsing large volumes of information into meaningful labels. Initial categories were
formed, and the researcher began interpreting the underlying meanings behind the codes, laying the groundwork for broader themes.
Searching for Themes. In this step, the researcher organized the initial codes into potential themes. Related codes were clustered
together to reflect broader patterns that accurately represented the participants' experiences. Attention was also given to any missing or
overlooked elements in the data.
Reviewing Themes. The researcher then reviewed all themes to ensure they aligned with the coded data and the overall context of the
study. This step involved refining and modifying themes to better represent the data. If inconsistencies or gaps were found, the
researcher revisited earlier stages to adjust the analysis accordingly.
Defining and Naming Themes. Each theme was clearly defined and named to capture its essence. The researcher carefully described
what each theme represented and identified the aspects of the data it captured. This stage involved articulating the significance and
uniqueness of each theme, as recommended by Braun and Clarke (2021).
Producing the Report. Finally, the researcher selected the most compelling and meaningful themes to present in the report. These
themes were used to construct a coherent narrative that explained the findings and contributed to a deeper understanding of the
phenomenon under investigation. Through this systematic approach, the researcher ensured that the thematic analysis was rigorous,
insightful, and reflective of the participants lived experiences.
Ethical Considerations
In this study, the researcher prioritized essential ethical considerations throughout the execution of the research. To ensure compliance
with established ethical standards, particularly regarding privacy and confidentiality, the researcher rigorously followed guidelines and
clearly explain these aspects within the study's context.
Results and Discussion
Presentation of Findings This section presents the findings regarding the untold struggles and triumph of PE teachers in resource
strapped public secondary school of the Schools Division of Cotabato City particularly on the unique challenges faced what innovative
strategies and resilience mechanisms employed by PE teachers to overcome these challenges and provide quality PE instruction.
Emerging Themes on the Unique Challenges Faced by PE Teachers In Resource-Strapped Public Secondary Schools
Four (4) emerging themes were articulated through careful data analysis and interpretation, which were synthesized from various initial
and clustered themes. The four emerging themes were the following: Resource Constraints, Pedagogical Adaptation and Creativity,
Student Engagement and Class Management, Personal and Professional Struggles due to Non‐Specialization. These themes
characterized the unique challenges faced by PE teachers in resource-strapped public secondary schools.

Table 1. The Unique Challenges Faced by PE Teachers in Resource-Strapped Public Secondary Schools
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Emerging Themes Clustered Themes Codes Significant Statements

1. Resource Constraints Managing limited no official equipment "Okay so for me it is really challenging on my part that
equipment & facilities I am teaching PE ... we didn't see the actual official
lack of equipment ball; we don't have a court that really has a standard
size."
limited resources
"Okay, first and foremost uhm, I can say that it is also
limited space fulfilling ... challenging because of the limited
resources especially facilities."
incomplete facilities
"It's okay in my case, ma'am even I'm not a PE major
... limited resources here at the school."
2. Pedagogical Innovative resourcefulness creativity "So, what I used here is that I have my own initiative
Adaptation and and creative alternatives adaptability ... I provided my own ball that I bought myself."
Creativity technological integration improvisation
and media use own initiative "Okay so, if we can't meet face to face ... I give them
Flexible and adaptive creative alternatives the chance to video their performance output ."
teaching practices resourceful flexible
modify activities "That's it, research, research then be resourceful ... by
alternative equipment showing or giving videos ."
cooperative learning
peer teaching
incorporating
technology
3. Student Engagement Managing student active participation "Actually, he is minimal because ... the only struggles
and Class Management engagement and cancellation classes 45 are maybe uhm active participation of the children ...
participation cancellation classes ."

Time management and "Okay so uhm, as a pe teacher I face challenges like...

class duration constraints managing behavior lack of engagement managing behavior, ensuring
safety safety ."
not physically fit
lack of energy "Uhm, for me the obstacle is 45 minutes because the
time is so I find it difficult ... the child will be
exhausted ."

Minutes time "Yes, uhm I'm practicing what, uhm what's it called,
management time management ... it's quite difficult for me to deliver
my lesson properly ."
4. Personal and Coping with non- not a PE major "Okay so for me it is really challenging on my part that
Professional Struggles specialized background challenging I am teaching PE where in fact I am not a PE major ."
due to Non‐ and extra preparation
Specialization need to do research "It's okay in my case, ma'am even I'm not a PE major
master the lesson ...need research …to master lessons.”

Emerging Theme 1: Resource Constraints

This theme highlights the impacts of resource constraints on the experiences of teachers in handling PE classes in resource-limited
schools. It underscores that the teachers in schools with limited funds often do not have enough equipment or proper facilities for their
physical education classes. They mention not having standard equipment, such as proper balls or courts, and working in spaces that are
too small or not fully equipped. This makes it hard for them to deliver classes the way they would in a better-equipped setting.
Emerging Theme 2: Pedagogical Adaptation and Creativity
This theme highlights the importance of adaptability in the experiences of teachers in handling PE classes in resource-limited schools.
It underscores that when materials are scarce, teachers find new ways to teach. They often buy supplies with their own money, change
activities to fit what is available, and sometimes use videos or other forms of media to support learning. By adjusting their teaching
plans and finding alternative methods, they are able to keep their classes running and maintain student interest
Emerging Theme 3: Student Engagement and Class Management
This theme highlights the significance of student engagement and class management of teachers in handling PE classes in resource-
limited schools. It underscores that when a key challenge is keeping students active and on task during the short class periods. Teachers
note that managing student behavior, ensuring safety, and dealing with limited time (such as a 45-minute class) can make it difficult
for every student to participate fully. This requires them to plan carefully and adjust activities to suit the available time and energy

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Research Article

levels of the students.

Emerging Theme 4: Personal and Professional Struggles due to Non-Specialization
This theme highlights the disadvantages of personal and professional struggles due to non-specialization. Some teachers feel at a
disadvantage because they are not trained as PE specialists. They must put in extra time to research and prepare lessons, which can add
to their workload. This extra effort is a personal challenge, as they work hard to master content and deliver effective physical education
despite their non-specialist background.
Emerging Themes on the Personal and Professional Triumphs that PE Teachers Experience in their Work
Four (4) emerging themes were articulated through careful data analysis and interpretation, which were synthesized from various initial
and clustered themes. The six emerging themes concerning the challenges experienced by teachers were the following: Cultivating
Resilience and Passion; Personal and Professional Achievements; Implementing Innovative and Adaptive Teaching Strategies; and
Transforming Teaching Perspectives through Triumphs. These themes strengths PE Teachers in resource strapped public secondary
school of the Schools Division of Cotabato City.
Table 2. Personal and Professional Triumphs of PE Teachers
Emerging Themes Clustered Themes Codes Significant Statements
1. Cultivating Drawing on personal no PE teachers “Okay so in the first place I don't really have a choice
Resilience and passion and intrinsic accepted by me because there are no pe teachers here, no one teaches PE so
Passion motivation what is given to me is accepted by me, and what I do is what
Using available support Internet I can use through the internet I can research how to do it,
and resources research how to implement these PE things so that's the only thing I
use, that's what will be my strength at least.”
Deriving strength from this is my passion “This is really my passion uhm physical MAPEH, music arts
student impact and satisfying and fulfilling and education this is my interest so I enjoy sharing what I
positive outcomes principal's help know with the students because it's satisfying and fulfilling
patience and courage when you see them enjoy it.”
love of teaching “Maybe our principal's help though since it's a small school
positively impact ... so he tries his best to provide what we need in a simple
students way.”
2. Personal and Observing student effective learning “Okay, so to me, I saw that the children were also effective
Professional engagement and enjoy gaining basic because they were also learning, I saw that during our meet,
Achievements learning knowledge inspire ah school intramurals, I could really see that the children
who seemed to have no interest in this field before,
Inspiring active build teamwork especially in sports, are really enjoying themselves and they
participation and lifelong healthy are already gaining basic knowledge about the game."
teamwork “As a passionate pe teacher I inspire students to stay active,
successful build teamwork and develop lifelong healthy habits.”
Reflecting on personal habits “My personal and professional successes are seen in the
and professional growth students, who become more active ... and receiving positive
positive feedback feedback from them is a big success for me."
3. Implementing Sourcing out own source out something of “So that's okay, that's what I said earlier, the strategy is that
Innovative and materials my own I should source out something of my own at least to address
Adaptive Teaching modify the gap.”
Strategies Modifying teaching explore
approaches resourceful “For me, effective strategies comes from building
be innovative relationship offering the first activity, setting rules
Encouraging flexible building relationship encouraging students .”
and collaborative setting rules
learning flexible “Number one is that we will be flexible as teachers, our
creativity creativity in activities as well as valuing each student is an
differentiation important strategy
inquiry based learning “collaborative learning and real-world connection .”
collaborative learning
real world connection
4. Transforming Ehancing hands-on hands on experience “Because I believe that if the children in our class are really
Teaching experiences hands on it is not just more on theory that they really
Perspectives through overcome challenges experience more concrete the learning that they will get
Triumphs Overcoming challenges creativity adaptability because I believed that learning is really the best through
through positive experience."
outcomes positive way “That's just for myself, I only have a limit ... I have overcome
it based on the strategies I have made."
Shaping student “So these triumphs, reinforce my belief that effective pe

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perseverance teaching is not about having the best facilities ... that about
creativity, adaptability and students engagement
persevere shaping overcoming challenges.”
“The successes in teaching in difficult circumstances
reinforce my view that patience, creativity, and dedication
are the keys to success by essentially shaping how students
persevere and engage with a subject ."

Emerging Theme 1: Cultivating Resilience and Passion

This theme highlights the benefit of cultivating resilience and passion on personal and professional triumphs that PE teachers experience
in their work. It underscores that despite many challenges; many teachers continue to work with determination. They draw strength
from their personal interest in physical education and find help in resources like online information and support from school leaders.
Their love for teaching and the positive impact they see in their students keep them motivated on tough days. All teachers mentioned
that their experiences in resource strapped public secondary school made them stronger and became more passionate in teaching PE.
Emerging Theme 2: Personal and Professional Achievements
This theme highlights personal and professional achievements as the impacts to the teachers feel rewarded when they notice that
students are learning and actively participating in class. When students work well in teams, build healthy habits, and give positive
feedback, teachers see these moments as signs of success. These achievements make them feel that their hard work is paying off.
Emerging Theme 3: Implementing Innovative and Adaptive Teaching Strategies
This theme highlights the positivity of the teachers amidst insufficiency of facilities for PE teaching. It underscores that many educators
take the initiative to find materials on their own and adjust the way they teach. They modify lesson plans, set clear rules, and encourage
group work so that learning feels connected to everyday life. This approach helps create a classroom where students are more involved
and learn by doing professional growth.
Emerging Theme 4: Transforming Teaching Perspectives through Triumphs
This theme highlights how the insufficiency of sports materials in teaching PE lesson can positively impacts teachers. As indicated by
8 teachers, their experiences can transform teaching perspectives through triumphs
Emerging Themes on the Personal and Professional Triumphs that PE Teachers Experience in their Work
Four (4) emerging themes were articulated through careful data analysis and interpretation, which were synthesized from various initial
and clustered themes. The four emerging themes were the following: Resource Constraints, Pedagogical Adaptation and Creativity,
Student Engagement and Class Management, Personal and Professional Struggles due to Non‐Specialization
Emerging Theme 1: Resource Constraints
This theme examines how teachers adopt culturally responsive pedagogy in physical education by tailoring lesson delivery to reflect
local cultural norms. Key codes such as “limited resources”, “no official equipment”, “lack of equipment”, “limited space”, and
“incomplete facilities” emerged, exemplified by a participant’s statement: "Okay so for me it is really challenging on my part that I am
teaching PE ... we didn't see the actual official ball, we don't have a court that really has a standard size.". In the context of resource-
strapped public secondary schools, the findings highlight the significant impact of resource constraints on Physical Education (PE)
teachers in resource-strapped public secondary schools. The pervasive lack of essential equipment, inadequate facilities, and
insufficient space severely limit teachers' ability to deliver effective and standardized PE instruction. This necessitates creative
adaptations, potentially compromising the quality of the educational experience and hindering students' opportunities for physical
development and skill acquisition. Addressing these resource deficiencies is crucial for improving PE programs and ensuring equitable
access to quality physical education for all students.
Emerging Theme 2: Pedagogical Adaptation and Creativity
This theme highlights the flexibility and adaptability of teachers in their teaching practices amidst insufficiency of facilities. Teachers
reported embedding elements such as “creativity”, “adaptability”, “improvisation”, “own initiative”, “creative alternatives”,
“resourceful”, “flexible”, “modify activities”, “alternative equipment”, “cooperative learning”, “peer teaching”, “incorporating
technology” into their lessons. For example, participants 2 statements, "Okay so, if we can't meet face to face ... I give them the chance
to video their performance output ..." described insufficiency of materials lead them to become adaptive and creative.
Emerging Theme 3: Student Engagement and Class Management
This theme highlights the student engagement and class management of teachers in their teaching practices amidst insufficiency of
facilities. Teachers reported embedding elements such as “active participation”, “cancellation classes”, “45 minutes”, “time
management”, “managing behavior”, “safety”, “not physically fit”, “lack of energy” into their lessons, exemplified by a participant’s
statement: "Actually, this is minimal because ... the only struggles are maybe uhm active participation of the children ... cancellation
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classes ..." -In the context of resource-strapped public secondary schools, the findings highlight the resource constraints can make
students less interested and misbehave during PE delivery content. This requires teachers effective classroom management in dealing
all challenges between teaching and learning.
Emerging Theme 4: Personal and Professional Struggles due to Non‐Specialization
This theme highlights the personal and professional struggles due to Non‐Specialization. Teachers reported embedding elements such
as “not a PE major”, “challenging”, “need to do research”, “master the lesson”, exemplified by a participant’s statement: "Okay so for
me it is really challenging on my part that I am teaching PE where in fact I am not a PE major ...". In the context of resource-strapped
public secondary schools, the findings highlight the significant negative impact of handling subjects that are not teachers specialization
to the teachers who are handling PE subjects.
Emerging Themes on the Personal and Professional Triumphs that PE Teachers Experience in their Work
Four (4) emerging themes were articulated through careful data analysis and interpretation, which were synthesized from various initial
and clustered themes. The four emerging themes concerning the personal and professional triumphs of PE teachers were the following:
Cultivating Resilience and Passion; Personal and Professional Achievements; Implementing Innovative and Adaptive Teaching
Strategies; and Transforming Teaching Perspectives through Triumphs. These themes strengthen PE Teachers in resource strapped
public secondary school of the Schools Division of Cotabato City.
Emerging Theme 1: Cultivating Resilience and Passion
This theme highlights the limited resources in teaching does not hinder teachers to teach but it cultivates among them the resilience
and passion in teaching. Teachers reported embedding elements such as “no pe teachers”, “accepted by me”, “internet”, “research”,
“this is my passion”, “satisfying and fulfilling”, “principal's help”, “patience and courage”, “love of teaching”, “positively impact
students” into their lessons, exemplified by a participant’s statement “The successes in teaching in difficult circumstances reinforce my
view that patience, creativity, and dedication are the keys to success ..." In the context of resource-strapped public secondary schools,
the findings highlight that the statement encourages a shift in perspective, moving away from viewing limited resources solely as a
problem and instead recognizing their potential to cultivate valuable qualities in teachers.
Emerging Theme 2: Personal and Professional Achievements
This theme highlights the development of personal and professional achievements insufficiency of facilities. Teachers reported
embedding elements such as “effective”, “learning”, “enjoy”, “gaining basic knowledge”, “inspire”, “build teamwork”, “lifelong
healthy habits”, “successful”, “positive feedback” into their lessons, exemplified by a participant’s statement: "Okay so for me it is
really challenging on my part that I am teaching PE ... we didn't see the actual official ball, we don't have a court that really has a
standard size.". In the context of resource-strapped public secondary schools, the findings highlight the significant impact that PE
teachers who face these challenges often develop a deep understanding of the importance of their role in promoting physical activity
and well-being for their students.
Emerging Theme 3: Implementing Innovative and Adaptive Teaching Strategies
This theme highlights the implementing innovative and adaptive teaching strategies in their teaching practices amidst insufficiency of
facilities. Teachers reported embedding elements such as “source out something of my own”, “modify”, “explore”, “resourceful”, “be
innovative”, “building relationship”, “setting rules”, “flexible”, “creativity”, “differentiation”, “inquiry based learning”, “collaborative
learning”, “real world connection” into their lessons, exemplified by a participant’s statement: “So that's okay, that's what I said earlier,
the strategy is that I should source out something of my own at least to address the gap, …" . In the context of resource-strapped public
secondary schools, the findings highlight the significant impact insufficiency of teaching sports materials can indeed lead to the
implementation of innovative and adaptive teaching strategies among PE teachers with limited resources.
Emerging Theme 4: Transforming Teaching Perspectives through Triumphs
This theme highlights the flexibility and adaptability of teachers in their teaching practices amidst insufficiency of facilities. Teachers
reported embedding elements such as “hands on”, “experience”, “overcome challenges”, “creativity”, “adaptability”, “positive way”,
“persevere”, “shaping” into their lessons, exemplified by a participant’s statement: “… because I believe that if the children in our class
are really hands on it is not just more on theory that they really experience more concrete the learning that they will get because I
believed that learning is really the best through experience." In the context of resource-strapped public secondary schools, the findings
highlight the significant impact that this challenge forces PE teachers to move beyond traditional methods and embrace innovative
approaches, resulting in a shift in their teaching philosophy.
Conclusions
The study concluded that despite facing significant challenges—including limited resources, inadequate facilities, and large class
sizes—PE teachers in resource-strapped public secondary schools within the Schools Division of Cotabato City exhibited remarkable
resilience, creativity, and dedication. These educators continuously adapted their instructional methods, implemented innovative

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 Psych Educ, 2025, 40(9): 1232-1239, Document ID:2025PEMJ3925, doi:10.70838/pemj.400909, ISSN 2822-4353
Research Article

teaching strategies, and remained committed to student success, ultimately achieving both personal and professional growth.
The findings highlighted how persistent resource constraints hindered the effective delivery of PE programs, yet also served as catalysts
for pedagogical innovation and reflective practice. Teachers transformed these limitations into opportunities for development,
demonstrated a profound passion for teaching, and showed a strong sense of responsibility toward their students’ well-being. Their
ability to maintain student engagement, foster discipline, and promote physical and social development, even in less-than-ideal
conditions, illustrated the transformative role of PE educators in shaping holistic education.
Given these insights, the study strongly recommended increased institutional support for PE teachers through targeted funding,
improved access to facilities and equipment, and specialized professional development—especially for non-PE majors. Such
investment was essential to ensure that all students, regardless of their school’s resource level, could access quality physical education
that contributed meaningfully to their overall growth and lifelong health.
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Affiliations and Corresponding Information
Sahada S. Pangilan
Pilot Provincial Science High School and Technology
Department of Education – Philippines
Emy A. Morbo, PhD
Sultan Kudarat State University – Philippines

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