Academic optimism defines talent, the desire to succeed, and optimism as the three factors that make success possible. Pedagogical content knowledge is specific to teachers and is based on how they connect their subject matter knowledge with pedagogical knowledge (what they know about teaching). Physical literacy is the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life.
This study aims to determine whether a significant relationship exists between the MAPEH Teachers’ Academic Optimism, Pedagogical Content Knowledge, and Physical Literacy. The demographic profile of MAPEH teachers shows that most are female, married, between the ages of 41 and 50, have been teaching for more than six years, have a baccalaureate degree, and have participated in national training. The weighted mean was also employed to determine the academic optimism, pedagogical content knowledge, and physical literacy of MAPEH Teachers. The fact that the respondents' teachers assessed them as having high levels of self-efficacy in their teaching (mean = 4.80) indicates that they have attained a very high degree of academic optimism. With six domains and the highest mean for educational purposes (4.74), pedagogical content knowledge According to the respondents' accomplishments, it is clear that they have a very high level of understanding in the field of pedagogical content. With four domains and the highest mean for knowledge and understanding (4.41), physical literacy In light of the respondents' accomplishments, it is clear that they have a high level of physical literacy. Last but not least, the findings indicate that there was a substantial connection between academic optimism, pedagogical content knowledge, and physical literacy, with a correlation significant at the 0.01 level and a correlation significant at the 0.05 level.