Introduction: With exercise and activity habits commencing early in life and the development of healthy lifestyle behaviors among children and adolescents translating into reduced health risks in adulthood, quality education at an early age is paramount. Hence, schools have been identified as key health settings and are being called upon to give greater attention to their physical education and physical activity programs. Therefore, the purpose of this study was to investigate motivational and preventive factors influencing schools physical education teaching from the perspective of physical education teachers. Methodology: The statistical population consisted of 251 physical education teachers. Of this number, 153 physical education teachers were selected through available sampling method as sample. Data were collected using a researcher-made questionnaire. Based on the questionnaire of Jenkinson and Benson (2010), the questionnaire consisted of 45 questions in 5 subscales include intrinsic motivation, extrinsic motivation as motivational factors and teacher-centered, student-centered, and institutional as Preventive Factors. Participants were asked to rank the most (‘5’) to least (‘1’) motivational and preventive factors that influenced their teaching and the most significant barriers that they perceived restricted their students from being active inside the school. The face validity of the questionnaire was confirmed by 10 professors and the ambiguities were resolved. Also, construct validity was confirmed by confirmatory factor analysis. Interclass correlation coefficient confirmed test-retest reliability of the scale (.93) and Cronbach's alpha for Scale was .89 that confirmed validity and reliability of the questionnaire. To analyze data, Kolmogorov-Smirnov test, independent sample t test and one-way analysis of variance (ANOVA) were used. Results: The results showed significant difference between motivational factors (intrinsic and extrinsic) as well as betwee
