The Relationships of Principal Leadership, Physical Education Teacher Readiness, and Physical Education Facilities with the Implementation of the Deep Learning Approach

Putri Galuh Anggun Sandra Fatimah, Sugeng Purwanto

This study aimed to examine the relationships between principal leadership, physical education teacher readiness, and physical education facilities and the implementation of the Deep Learning Approach, both individually and collectively. A quantitative correlational survey was conducted among all 33 physical education teachers working in 17 public senior high schools in Sleman Regency, Indonesia. Total sampling was used. Data were collected through structured instruments covering principal leadership, teacher readiness, physical education facilities, and Deep Learning implementation. The data were analyzed using descriptive statistics, Pearson correlation, multiple linear regression, and analysis of variance. Principal leadership had a moderate, positive, and statistically significant relationship with Deep Learning implementation (r = 0.429, p = 0.013) and made an effective contribution of 21.99%. Physical education teacher readiness had a strong, positive, and statistically significant relationship with implementation (r = 0.790, p < 0.001) and made the largest effective contribution (54.02%). Physical education facilities also had a positive and statistically significant relationship with implementation (r = 0.392, p = 0.024), with an effective contribution of 13.69%. Collectively, the three variables were significantly related to Deep Learning implementation (F = 93.547, p < 0.001) and explained 89.70% of its adjusted variance. These findings identify teacher readiness as the strongest contributor and show that integrated improvements in leadership, professional readiness, and facilities are needed to support meaningful, mindful, and joyful physical education.