Instructional Leadership of Physical Education Teachers: Healthy School Culture and Physical Activity

Syahruddin; Muhammad Syahrul Saleh; Muh. Sahib Saleh

doi:10.26858/cjpko.v17i2.481

Authors

Syahruddin Universitas Negeri Makassar Author
Muhammad Syahrul Saleh Universitas Negeri Makassar Author
Muh. Sahib Saleh Universitas Negeri Makassar Author

DOI:

https://doi.org/10.26858/cjpko.v17i2.481

Keywords:

Instructional Leadership; Physical Education Teachers; Healthy School Culture; Physical Activity; Active Schools.

Abstract

This study aims to analyze the relationship between Physical Education (PE) teacher instructional leadership, a healthy school culture, and student physical activity through a synthesis of 25 studies published between 2015 and 2024. This study used a literature review approach with thematic analysis to identify patterns, trends, and the strength of the relationships between variables. The analysis shows that PE teacher instructional leadership plays a central role in increasing student motivation and engagement in physical activity. 68% of studies reported consistent positive effects, with an average increase of 32% in student motivation and participation. Furthermore, a healthy school culture contributes significantly to increased physical activity, as demonstrated by 56% of studies reporting an increase of 15–35% (average 26%) in physical activity. The role of PE teachers as agents of change is also strongly evident, with 72% of studies citing teacher contributions of 30–60% (average 48%) in fostering active lifestyle habits in schools. Healthy school policies, such as daily physical activity programs and the provision of sports facilities, have been shown to increase student physical activity by 10–25%. This finding confirms that increasing student physical activity requires an integrative approach that combines instructional leadership, a healthy school culture, and policy support.

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