Becoming a PE teacher: meaning making and lived experiences in the Philippine context

This study examined the lived experiences and meaning making of Physical Education (PE) teachers in the Philippines, addressing the limited understanding of how teachers interpret and construct professional significance within culturally and institutionally diverse contexts. Employing a descriptive qualitative design grounded in phenomenology, 35 public high school PE teachers were purposively selected for semi-structured interviews, which were audio-recorded and supplemented with observational notes. Data were analyzed using Colaizzi’s method to extract significant statements, formulate meanings, and identify emergent themes. Findings revealed seven interconnected themes: fulfillment from student growth, pride and honor in the profession, holistic student development, creativity and resourcefulness, student engagement and enjoyment, mentorship and motivation, and the influence of supportive environments. These themes illustrate how PE teachers navigate challenges, foster student development, and derive personal and professional satisfaction, highlighting the dynamic interplay of intrinsic motivation, relational connections, and professional identity. The study underscores the value of recognizing teachers’ human and emotional dimensions and fostering environments that support creativity, mentorship, and student-centered engagement. By capturing teachers’ authentic experiences, this research contributes to a nuanced understanding of PE teaching, professional identity formation, and the transformative potential of Physical Education in holistic student development.