This study used a convergent mixed methods design to determine the influence of teaching competencies and perceived physical literacy in the promotion of sustainable development goals in physical education. Data were obtained from the participants selected to participate in the quantitative and qualitative phases of the study. The participants were tertiary teachers teaching physical education from various higher education institutions in Region XI. In addition, adapted survey questionnaires, which had undergone validation from a panel of experts and were subjected to pilot testing using a five-point Likert Scale, were used for the quantitative phase, while an open-ended interview guide was used to collect qualitative data related to the research questions using IDI and FGD. Generally, mean, standard deviation and linear regression were used as statistical tools. In the qualitative section, code, content, and thematic analysis were used in the reference. Qualitative and quantitative data were collected simultaneously, followed by data analysis. Further, the results showed that teaching competencies, perceived physical literacy, and promotion of sustainable development goals were very high, indicating teaching competencies were always demonstrated, physical literacy in physical education was always exhibited, and promotion of sustainable development goals in physical education is always evident, respectively. In addition, in a singular capacity, only teaching competencies have a significant influence on the promotion of sustainable development goals in physical education. However, when combined, teaching competencies and perceived physical literacy revealed a significant influence on the promotion of sustainable development goals in physical education. In the qualitative phase of the study, six essential themes emerged from the lived experiences of the participants: fostering active lifestyle and health, promoting an inclusive atmosphere, developing critical thinkers and problem solvers, catering to equal opportunities, promoting social inclusion, and supporting quality education. Meanwhile, six themes emerged on the role of experiences in shaping the beliefs, attitudes, and commitments of the participants: being supportive of holistic development, leaving a legacy, experiencing personal transformation, shaping a sense of agency, pledging to educate and foster awareness, and supporting community engagement. Furthermore, the merging of quantitative and qualitative findings produced a merging-converging nature on the promotion of sustainable development goals and on the roles of experiences in shaping the beliefs, attitudes, and commitments shared by the participants towards promoting sustainable development goals in physical education.

 

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