Teacher-related barriers to effective teaching of physical education in public primary schools
Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Physiology, Nutrition and Physical Education
Abstract
Using cross sectional descriptive survey, the study examined perceived teacher-related barriers that
impeded teaching of physical education in public primary schools of six selected circuits in the Volta
Region of Ghana. Multistage sampling was used to draw 172 teachers (males=97, females=75) from
estimated population of 300 in the study area. The data collection instrument was self-structured
questionnaire which was validated by means of expert consultation. Reliability of the instrument was
ascertained using Chronbach alpha reliability coefficient. Pre-data analyses were performed to eliminate
probable errors during data entering. Data analyses were performed using Statistical Package for Social
Sciences (SPSS, version 17). The study found that five teacher-related barriers impeded effective
teaching of PE in the public primary schools of the six selected circuits. These confirmed teacher-related
barriers related to inadequate training in PE, negative perception about PE, lack of expertise for teaching
PE, lack of interest for teaching PE, and high level of accountability for other subjects. From the study,
high level of accountability for other subjects ranked the highest teacher-related barrier to effective
teaching of PE while gender stereotyping ranked the least. Negative correlation was found between
teacher-related barriers and the frequency at which PE lessons were taught in public primary schools.
Description
Research Article
Keywords
teacher-related barriers, public primary schools, physical activity