Despite substantial studies on the influence of emotional support from teachers on student engagement, there is a dearth of research regarding how academic motivation improves the effectiveness of teacher support in improving college student engagement. This study investigates the mediating role of academic motivation in the relationship between teacher emotional support and student engagement. Utilizing Self-Determination Theory (SDT), we examine how intrinsic and extrinsic motivation, as well as amotivation, influence engagement. This study employs a quantitative, cross-sectional research design to examine the mediating role of academic motivation in the link between teacher emotional support and student engagement. A total of 1,250 university students participated, responding to validated scales measuring teacher emotional support, academic motivation, and engagement. The results revealed that teacher emotional support significantly predicts both academic motivation and student engagement. Furthermore, academic motivation partially mediates this relationship, with intrinsic and extrinsic motivation enhancing engagement, while amotivation negatively impacts it. These findings underscore the importance of emotional support in fostering motivation, leading to greater academic engagement. The study highlights the psychological mechanisms underlying student engagement, contributing to research on higher education strategies. The results emphasize the need for educators to create emotionally supportive environments to maximize student motivation and engagement. Future research should explore correlational design to establish causality and examine additional factors such as peer support and learning environments.

Instructional leadership is vital for ensuring quality teaching and learning in Higher Education Institutions (HEIs), particularly in Teacher Education Institutions (TEIs) that aim to sustain accreditation standards and enhance students' performance. This study was conducted from July 2023 to April 2024 in the Luzon Region, Philippines, aimed to develop a harmonized instructional leadership framework based on the best practices of six high-performing HEIs—two State Universities and Colleges (SUCs), two Private Institutions, and two Local Universities and Colleges (LUCs). Institutions were purposively selected based on stringent criteria, including accreditation status (PAASCU, AACCUP, ALCUCOA), ISO certification, Centers of Development/Excellence, national and global rankings, and consistent Licensure Examination for Teachers (LET) performance. Using a qualitative comparative multi-case study approach, data were gathered from 88 participants (administrators, faculty, and students) through validated semi-structured interviews, adding document analysis, and thematic analysis with intercoder validation. A panel of twelve (12) experts in leadership, management, curriculum, and instruction reviewed the framework. Findings led to a harmonized quality-assured instructional leadership framework with six phases (6) and twenty (20) interrelated components, promoting efficiency, adaptability, and continuous improvement. This structured, systematic and evidence-based guide supports instructional leaders in aligning institutional mechanisms with excellence standards, adaptable across diverse HEI contexts nationwide.

Physical education (PE) is a crucial component of a well-rounded education because it equips the holistic aspects of the students required to live a healthy and active lifestyle. The objective of this study is to assess the role of recreational activities on physical education participation. This study explores the students’ profile, role of recreational activities in physical education participation and its relationship among 2nd year college students in one state university in Laguna, Philippines. This research employs descriptive design and random sampling method in determining the respondents. The researcher analyzed the gathered data from the administered validated self-made questionnaire. The results showed that the respondents relished the recreational activities immensely and actively participated which demonstrate that the recreational activities enabled physical activity, intellectual and emotional stimulation, and interaction with others. The high levels of participation illustrates that the students enjoyed the games and that they benefited to their overall enjoyment of physical education courses. Consequently, the results emphasize the respondents' favorable feelings toward physical education classes along with their strong drive to get involved and prosper in their classes. Their desire to learn and pursue new physical activities is indicative of their proactive approach to PE. The significance of nurturing a supportive and active physical education environment that encourages the holistic development and well-being of students is highlighted. It is recommended to utilize the designed process handbook to prioritize the incorporation of recreational activities into their curricula and provide an atmosphere of encouragement to have an active engagement and enjoyment.

Background: The Commission on Higher Education (CHED) has issued Memorandum Order (CMO) No. 39, Series of 2021 that strengthens the management of physical education teachers and promotes the achievement of students’ learning outcomes. Higher education institutions will guarantee that they are adhering to the requirements of the CMO to ensure the quality of instruction in physical education and the improvement of the students’ learning outcomes. Objectives: This research aims to investigate the process of implementation of the CMO 39, Series of 2021 and its contribution to the improvement of student learning outcomes in Physical Education (PE). Methods: Through a qualitative research design based on a phenomenological approach, the researchers employed a purposive sampling method to select 9 male and 3 female PE teachers from Higher Learning Institution in the Philippines. A non-test instrument consisting of an interview guide was used to collect data from the study participants. The data was then analyzed to identify themes and patterns that emerged from the responses. Results: The study revealed the effectiveness of physical education in terms of student motivation, class orientation, students’ participation, and the application of the Physical Activity Towards Health and Fitness (PATHFIT) program. The findings show that physical education is an important part of the educational process and has a direct influence on the students' learning outcomes. Furthermore, the study also highlights the importance of providing students with the necessary knowledge and skills to succeed, and of assessing the students' abilities from their performance to achieve course objective with good behavior and attitude. Conclusion: It showed potential areas of improvement in the implementation process to ensure that the objectives of the memorandum are achieved, which is necessary for teachers to be aware of the competencies that need to be developed for students. This research will contribute to the existing literature on the importance of quality assurance programs, particularly in the area of physical education.

Background: Sports are featured in the curriculums of state universities and colleges (SUCs). The Laguna State Polytechnic University (LSPU) shines in sports competition throughout Region IV, and the College of Arts and Sciences (CAS) varsity athletes are actively engaging in this sports competition. Nevertheless, during the previous decade, the CAS had been routinely rated third to fifth in intramurals. Objectives: The researcher wish to ascertain the embodiment of CAS student athletes' experiences in sports involvement and academic performances to discover the significance of participation in sports and academic performance of students. The findings serve as the foundation for crafting Student Intervention Program. Methods: The descriptive survey approach was used to a total of 30 varsity players in CAS from the 5 programs. The Cronbach alpha was utilized to assess the overall consistency of the self-made instrument and was carried out to CAS students belong to the varsity team using an internet web service. Results: It was established that the student-athletes felt that all the assertions were evaluated as great in the university, especially in CAS, indicating satisfaction with the university's operations. Consequently, athletes excel in both athletics and academics. Conclusion: It was notably that CAS varsity players were deemed to be great by the student-athletes. Respondents were happy with the university's procedures as viewed and experienced in prior sports competitions held not just within the LSPU System but also at the Regional STRASUC or even National SCUAA. Students participating in sports are much more likely to excel academically.

Background and Study Aim. Improving students’ physical competence and engagement relies on effective physical education programs. The use of innovative teaching methods is becoming increasingly prevalent in education. This study aims to investigate the effect of game skill-based activity in physical education to enhance movement competence of students. Material and Methods. The study included 60 students, aged 18 to 21, from different universities. They were divided into experimental and control groups using a quasi-experimental design. The Movement Competency Screen (MCS) was used for assessment. The movement competency test evaluated students' movement skills before and after the intervention. The test included bodyweight squats, lunges and twists, push-ups, bend-and-pull exercises, and single-leg squats. Results. There were no significant differences in motor competence screening scores between the two groups (p > .05). However, the experimental group showed significant improvements across all movement competency screen assessments. This finding highlights the effectiveness of game-based learning in enhancing skill acquisition, coordination, and overall physical skills. In contrast, the control group demonstrated only a moderate increase in movement skills. The results suggest that the game-based collaborative learning method positively impacted motor competence. It promoted the regulated, harmonious, and holistic development of students' movement skills. Conclusions. The study postulates that a 12-week game skill-based activity in physical education promotes physical competency. It also offers social and psychological benefits. This approach presents a promising pedagogical method to enrich physical education experiences. It encourages cooperation, teamwork, and active participation among students, fostering a more supportive and dynamic learning environment.