Professional practice competence of primary school physical education teachers

Abstract

ABSTRACT This study examined the professional practice competence (PPC) of primary school physical education (PE) teachers. Participants of the study were 382 availably selected primary school PE teachers in Amhara Region, in Ethiopia. Results revealed that, except for their lesson planning (LP), PE teachers’ instructional assessment (IA); their ability to create and maintain a safe and supportive learning environment (CMSSLE), and their overall PPC were low. However, female PE teachers performed their LP better than male teachers. Conversely, female PE teachers, degree holders, beginner and junior teachers, and rural PE teachers demonstrated lower proficiency in IA compared to others. The results also indicated that no significant differences were found in CMSSLE between male and female teachers, rural and urban teachers, and diploma and degree – holder teachers. Accordingly, the regional education bureaus, zonal education departments, and teacher education institutions have to pay due magnanimity and precaution while hiring, training, and deploying PE teachers in different areas of the nation. For the professional development and professional practice competence of PE teachers, need-based and continuous on-the-job capacity-building training should be designed by the concerned education policymakers.