INFLUENCE OF PHYSICAL ACTIVITY HABITS ON THE PROFESSIONAL PERFORMANCE AMONG FACULTY IN HIGHER EDUCATION INSTITUTIONS

Using a mixed-method research design, this study examined the influence of physical activity habits on the professional performance of faculty members in higher education institutions, specifically at Zamboanga del Sur Provincial Government College campuses in Aurora, Dimataling, Tigbao, and Pagadian City. Both qualitative and quantitative approaches were employed to assess faculty members’ physical activity habits, perceptions of physical activity, and professional performance. Data were gathered from full-time faculty members using the Global Physical Activity Questionnaire (GPAQ) and evaluation sheets measuring teaching effectiveness, classroom management, and attendance. Descriptive and inferential statistical analyses, including frequency distribution, mean, standard deviation, binomial test, correlation analyses, and non-parametric tests, were utilized at a 0.05 level of significance. Results revealed that faculty members generally demonstrated moderate physical activity levels. Moderate-intensity activities were performed an average of 3.89 days per week (M = 3.889, SD = 1.801) with a mean duration of 2.08 hours per session (M = 2.083, SD = 1.574), while vigorous-intensity activities were performed an average of 2.41 days per week (M = 2.414, SD = 1.181) with a mean duration of 1.90 hours per session (M = 1.897, SD = 1.113). Binomial test results further showed overwhelmingly positive perceptions regarding the benefits of physical activity, with 50 out of 52 respondents perceiving improvements in cognitive function and teaching motivation, and all 52 respondents affirming that physical activity contributes to emotional well-being and stress management. However, despite these positive perceptions, inferential analysis revealed no statistically significant relationship between physical activity habits and professional performance among faculty members in Zamboanga del Sur Provincial Government College. Specifically, the frequency and duration of physical activity did not significantly predict differences in teaching effectiveness, classroom management, organization, or other domains of professional performance.