scholarly journals Administrators’ Attitude towards the Implementation of Physical Education in Selangor Primary Schools

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Leong Fonyi ◽  
Chee Chen Soon

Despite considerable investments in transforming the physical education (PE) curriculum and improving PE quality in primary schools, reports indicate that quality implementation is mostly impeded by systemic barriers, especially at the administrative level. It is suggested that the vision of propelling quality PE is in the hands of administrators, especially principals. However, this role has been previously overlooked. This study explores the principals’ attitude towards PE implementation, specifically by examining four implementation domains: a) supervision and monitoring (S&M); b) professional development (PD); c) support & allocation (S&A); and d) resource and curriculum (R&C). Seven personal variables (e.g., gender, years of teaching experience, working experience as a principal, type of school, academic qualification, professional qualification, physical activity level) were used to compare attitudes among groups across implementation domains. The ratio of 3:1:1 stratified random sampling was carried out to determine the sample size of 250 schools out of a total of 372 schools from five randomly selected districts in Selangor. Descriptive statistics showed that administrators generally had a low positive attitude towards the implementation of PE (mean= 3.88, SD= .604) but still being in a favourable range. One-way analysis of variance (ANOVA) revealed that the attitude in carrying out PE implementation was significantly different (p < .05) among personal variable groups: a) type of schools; b) academic qualification; c) professional qualification; and d) physical level activity. The school leaders’ attitude towards PE implementation may be dependent on the investigated variables which influence the development and sustainability of quality PE programme.

Author(s):  
Alshaima Saleh Alyafei

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.


2017 ◽  
Vol 12 (6) ◽  
pp. 795-806 ◽  
Author(s):  
Koon Teck Koh ◽  
Martin Camiré ◽  
Gordon A Bloom ◽  
CKJ Wang

The purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience ( M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience ( M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values.


2019 ◽  
pp. 088626051987794
Author(s):  
Fredrick N. Matofari

Application of corporal punishment (CP) in Kenyan schools continues to be controversial in that CP is banned but esteemed by parents, some teachers, and even students. This investigation sought to establish and describe participants’ degrees of support for the application of CP in schools in Eldoret Municipality. Randomly selected samples of 86 teachers and 192 students were investigated for their support of CP through survey questionnaires. Data analysis was undertaken using nonparametric and descriptive statistics. Teacher support for CP was found to be undifferentiated by gender, teaching experience, and professional qualification. Teachers with less than 12 years of teaching experience were more pro-CP in attitude compared with their older colleagues. A higher ratio of male-to-female teachers is associated with a greater tendency to apply CP in the schools investigated. Differences in support for CP among students were found by gender, age, and school grade. The findings have implications for school discipline and success of the government ban.


2020 ◽  
pp. 000494412093496
Author(s):  
Vaughan Cruickshank ◽  
Brendon Hyndman ◽  
Kira Patterson ◽  
Paul Kebble

Subjects such as Health and Physical Education (HPE) can be marginalised in schools because they are construed as less academically rigorous and less important to the primary mission of education. Teachers of all subjects face challenges, yet, teaching a marginalised subject can result in additional challenges for HPE teachers. Previous research has noted these challenges; however, less is known about how these challenges vary according to student age and teacher experience. This study used quantitative survey methods to ascertain which challenges are the most difficult for Australian HPE teachers, and whether this difficulty varies according to their teaching experience and the ages of their students. Findings indicated that the year level of students taught by HPE teachers was significantly associated with student engagement and isolation within their schools. Years of teaching experience was significantly associated with challenges in teaching students with special needs, with more experienced teachers rating this area as less of a challenge than less experienced teachers.


2001 ◽  
Vol 20 (2) ◽  
pp. 144-154 ◽  
Author(s):  
Daniel Behets

The purpose of this research was to examine and compare physical educators’ value profiles in Flanders, Belgium. The revised Value Orientation Inventory (Ennis & Chen. 1995) was used to collect data from 274 preservice teachers and 637 inservice teachers at the secondary level. Descriptive data on teachers’ value profiles were consistent with data gathered in the United States by Ennis and colleagues. Years of teaching experience and type of teaching degree were related to differences in values, but gender was not. The value profiles of both preservice teachers and inservice teachers reflected the recently introduced curricular innovations and physical education concepts. The teachers in this study placed a high priority on their social responsibility orientation, not supporting the traditional dominance of the disciplinary mastery orientation. The findings suggest that the process of enculturation and social construction (Pajares, 1992) created educational beliefs that are similar to the value orientations observed in other studies.


Author(s):  
Jelena Maksimović ◽  
Osmanović Jelena

Physical education classes are peculiar in their character in comparison to classes of other school subjects since they are not taught in a classroom. However, it certainly does not mean that physical education teachers should not reflect on their practical work or analyse it. This process of reflective thinking represents a particular challenge and responsibility for physical education teachers. Therefore, the goal of this research is to determine the way in which they approach this issue, i.e. whether physical education teachers are reflective practitioners and action researchers. The paper used a descriptive method and scaling technique, as well as a Likert type scale (FVAI) scales, designed for the purpose of this research, which examined the teachers' attitudes about physical education in the context of reflexive practice and action research. The survey was conducted on a sample of 405 respondents in relation to independent variables of the type of school (primary and secondary) and years of service (0-10; 11-20; over 20 years of work experience). This research has shown that teachers are partially informed about action research and its application, whereas they highly value all the aspects of reflective teaching. This research contributes to the affirmation of action research since reflection and action are linked in physical education teaching by means of a continuous, unbroken line which further encourages teachers to reflect on their own practice. Teachers who are reflective practitioners are simultaneously action researchers. This research has proven the existence of a statistically significant connection between the reflectivity components of physical education teachers and the stage of education (school) in which they teach and years of teaching experience, p<0.05.


2020 ◽  
Vol 9 (3) ◽  
pp. 129
Author(s):  
Mohamed B. Kasim Al-Azzawi ◽  
Angela O. Zaya Al-Barwari

This study aims to investigate types of oral corrective feedback strategies used by EFL teachers at secondary schools in Duhok city/Kurdistan region of Iraq. It also explores teachers’ attitudes towards the use of oral corrective feedback inside classrooms based on the three variables of gender, years of teaching experience, and the type of school (public or private). For these purposes, a classroom observation checklist was designed based on Panova and Lyster’s (2002) model of study in order to confirm the types of oral corrective feedback strategies used by the teachers, to highlight learners’ errors, and to examine the learners’ response to these strategies. Besides, a closed-ended questionnaire was distributed to the teachers to explore their attitudes about the effective use of oral corrective feedback. Fifty EFL teachers from twenty-five public and private secondary schools in Duhok were asked permission to attend their classes and observe the ways they correct their learners' errors. The data obtained from classroom observations and teachers’ responses to the questionnaire were identified, analysed quantitatively. The findings revealed that EFL teachers used different types of oral corrective feedback to learners’ errors. However, the most preferred correction strategy type used by them for correcting learners’ pronunciation errors was ‘recast’, and for grammatical errors was ‘metalinguistic explanation’. As for lexical errors, the strategy used most was ‘translation’. In terms of ‘learners’ uptake’, most of the corrective feedback provided resulted in ‘Repair’. Moreover, the study found out that EFL teachers have positive attitudes towards the use of oral corrective feedback. There were also no significant differences in their responses based on the three variables of gender, years of teaching experience and the type of school.


Author(s):  
Dr. Shashi Chaudhary, Prof. Kavita Varma

In the present study, Optimism have been studied with reference to the gender, school type and teaching experience of upper primary teachers. In this study male &female, government& non-government and teaching experiences of teachers divided into four categories: first category (less than 5 years of teaching experience), second category (5-15 years of teaching experience), third category (16-25 years of teaching experience), fourth category (more than 25 years of teaching experience). The research conducted on total 800 teachers working in Upper primary schools in Mathura and Agra District. Random sampling method was used for data collection. A survey method was used. Self-made questionnaire having 20 questions used for data collection. Overall result of the study found Average in relation to Gender, School Type & Teaching Experience


2014 ◽  
Vol 33 (2) ◽  
pp. 213-231 ◽  
Author(s):  
Lijuan Wang ◽  
Amy Sau-ching Ha ◽  
Xu Wen

This research primarily aimed to examine the compatibility of teaching perspectives of teachers with the Physical Education (PE) curriculum in China. The Teaching Perspective Inventory (Pratt, 1998) was used to collect data from 272 PE teachers. Descriptive statistics, MANOVAs, and correlational procedures were used for quantitative data analysis. Results indicated that PE teachers had a common pattern of a single dominant teaching perspective. Student personal growth was addressed but less attention was given to changes in society and learners’ thinking. The findings suggest that the teachers’ perspectives may be incompatible with the focus of the current Chinese PE curriculum. Furthermore, the significant correlations among the teaching perspectives reflect the interdependence of these viewpoints. As a result, teachers’ perspectives on teaching need to be considered thoroughly when PE reformers attempt to modify the curricula. Finally, gender, years of teaching experience, and teaching level were the factors associated with the variation in teaching perspectives. However, academic degree and sampling methods (convenient sampling and random sampling) were not.


1997 ◽  
Vol 3 (2) ◽  
pp. 102-115 ◽  
Author(s):  
Ann McCormack

Both nationally and internationally the quality of education is a major concern and governments continue to address this need through reforms and policies aimed at im proving the quality of teaching and teacher education. Classroom studies of effective teaching have focused on the behavioural aspects of teaching and highlighted classroom management as one of the most important features of good teaching. This article investigates classroom management problems, strategies and influences as identified by a group of 75 pre service physical education teachers - after the completion of a four week practicum experience - and a group of 65 in-service physical education teachers with varying years of teaching experience. Variables such as gender and mastery of the teaching situation gained through years of teaching experience will be analysed to detect any significant differences or trends. Results of the study gained through quantitative analysis will be outlined and interpreted. Recommendations will be made for the provision of more relevant pedagogical programmes and strategies to assist future preservice physical education teachers develop competence in classroom manage ment.


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