School Leadership Practices and The Instructional Performance of Senior High School Teachers

This study determined the relationship between teachers’ psychomotor-domain teaching strategies and learners’ psychomotor skills and participation in Physical Education (PE). It specifically examined the level of implementation of instructional strategies across the psychomotor domain levels (imitation/perception, manipulation/set, precision, articulation, and naturalization), the level of learners’ psychomotor skills in terms of movement competence and motor coordination, and learners’ participation in PE activities in terms of frequency, duration, and type of activities engaged in. The study also investigated the significant relationship between these variables and identified which teaching strategy level best predicts learners’ psychomotor skills and participation. A descriptive-correlational research design was employed, involving 220 learners as respondents. Mean, Pearson r, and multiple regression analysis were used to analyze the data. Results showed that teachers’ psychomotor-domain teaching strategies were implemented at a high level across all domains, with naturalization consistently reflecting strong instructional influence. Learners also demonstrated strong psychomotor skills and high participation in PE activities. Findings revealed significant positive relationships between teaching strategies and learners’ psychomotor skills, as well as between teaching strategies and learners’ participation. Similarly, learners’ psychomotor skills were found to be strongly and significantly related to their participation in PE activities. Regression analysis further showed that among all psychomotor-domain levels, only naturalization significantly predicted both learners’ psychomotor skills and their participation. Based on the findings, it is concluded that effective implementation of psychomotor-domain teaching strategies significantly enhances learners’ psychomotor development and participation in Physical Education, with naturalization emerging as the strongest predictor. It is recommended that PE teachers strengthen mastery-based instruction, promote sustained practice, and integrate real-life application of skills to further improve learners’ physical competence and engagement.