Teacher-related barriers to effective teaching of physical education in public primary schools

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.