Female Physical Education Teachers Research Articles

Professional practice competence of primary school physical education teachers

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.

Examination of experienced coaches and physical education teachers' teaching methods and their perceptions regarding these methods-2023.

It is widely acknowledged that coaches and physical education teachers play an important role in supporting holistic development in children and ensuring optimal performance in the training processes carried out to acquire fundamental movements and sport-specific basic skills. However, there is a need for further information on how both groups utilize and value different teaching methods during the training. The present study aims to examine the perceptions of coaches and physical education teachers regarding the use and value of teaching methods. The "Coaches' Instructional Methods Utilization Scale" for coaches and the "Physical Education Teachers' Perception of Teaching Methods Scale" for physical education teachers were administered to 114 coaches and 115 physical education teachers voluntarily participating from three randomly selected provinces of Türkiye. The Cronbach Alpha values ranged between .89 and .93 for the "Coaches' Instructional Methods Utilization Scale" and between .90 and .96 for the "Physical Education Teachers' Perception of Teaching Methods Scale". Descriptive statistics were used in research, t-tests in binary comparisons, One-Way ANOVA in multiple comparisons, and Tukey's test in determining the source of differences. Similarities were observed in the most and least used methods by coaches and physical education teachers, as well as in their perceptions of the highest and lowest values for these methods. Additionally, coaches and physical education teachers exhibited similarities in their perceptions of value in terms of entertainment, learning, and motivation. It was observed that female physical education teachers had lower value perceptions among the levels of use of teaching methods and value perceptions according to gender. Comparing the usage levels and value perceptions of teaching methods by professional experience, significant differences were found in Exercise (B), Learner-Designed Individual Program (I), and Learner-initiated (J) methods for coaches, whereas no statistically significant difference was observed in value perceptions. Moreover, considering the physical education teachers, significant differences were found in Command (A), Self-Check (D), Guided Discovery (F), Problem-Solving: Single Solution (G) methods, and in value perceptions for the Exercise (B), Guided Discovery (F), Problem-Solving: Single Solution (G), Problem-Solving: Crating Different Paths (H), and Learner-initiated (J) values.

Assessment of Pedagogical Contributions toward Enhancing Physical Activity within the Secondary School Physical Education Curricula in Southwestern China

Students enrolled in secondary schools often fail to engage in moderate to vigorous levels of physical activity (MVLPA) due to inadequacies in their physical education programs. Physical education teachers (PETs) foster student involvement in MVLPA. Consequently, it becomes imperative to identify and scrutinize factors pertaining to PETs that could influence students’ MVLPA within secondary school settings, an area that has been relatively overlooked in China. To address this gap, the present study delved into MVLPA among secondary school students in southwest China with the following objectives: (i) to assess students’ MVLPA alongside PET characteristics and teaching behaviors during physical education classes; (ii) to explore discrepancies in PET behaviors and characteristics; and (iii) to establish connections between students’ MVLPA and PET behaviors and characteristics during physical education sessions. A questionnaire survey was administered to 54 full-time PETs across nine secondary schools in Chengdu, China, aimed at gathering data on their personal and professional attributes. Additionally, a system for observing fitness instruction time was employed to document PET instructional traits, while accelerometers were utilized to track students’ MVLPA. The study objectives were investigated using multiple statistical analyses. The findings indicate that PETs do not meet the recommended 50% MVLPA time allocation during physical education sessions. Noteworthy patterns emerged, revealing that PETs with 1–5 years of teaching experience allocated less time to student observation and more time to classroom management compared to their counterparts with 6–10 years and over 10 years of teaching experience. Moreover, MVLPA time invested in lessons led by male PETs (B = −3.221) was significantly higher than time spent in lessons led by female PETs, which was attributed to PET gender. Furthermore, students under the tutelage of PETs with 6–10 years of teaching experience (B = 3.101) and those with over 10 years of experience (B = 2.989) exhibited significantly higher MVLPAs than under those with 1–5 years of teaching experience. Additionally, PET attitudes such as observation (B = 1.621) and promoting (B = 1.317) behaviors during physical education sessions were positively correlated with students’ MVLPA. A regression analysis revealed that PET characteristics and behaviors explained 21.3% of students’ MVLPA variance. This study offers insights into PETs’ pivotal role in promoting physical activity. It underscores the ramifications for students’ MVLPA in the Chinese educational context.

The attitudes of physical education teachers towards teaching students with disabilities: a qualitative research in Turkey

ABSTRACT This qualitative research examines the attitudes of physical education teachers in schools towards people with disabilities using the theory of planned behaviour. Fourteen (eleven male, three female) physical education teachers who work in a province in Turkey and have 6–25 years of teaching experience participated in the study. An interview form with semi-structured questions was used to collect the data for the study. The interviews focused on the in-class attitudes of the participants towards students with disabilities. The data of the study were analyzed thematically. It was determined that most of the participants exhibited negative attitudes towards students with disabilities while teaching them in physical education classes. In addition to the emergence of culture-specific themes, it was observed that even though the participants received adequate support from their administrators and colleagues, they failed to include students with disabilities in their classes through inclusive education philosophy in the field of adapted physical education.

A comparative study of job satisfaction with the teaching profession among male and female physical education teachers in Kirkuk Governorate


 The importance of the research lies in studying the satisfaction with the profession of teaching physical education among male and female teachers in Kirkuk Governorate and identifying the differences between them in job satisfaction with the teaching profession for this important specialty in our society.The research problem appears in the following questions:- Are there differences between male and female teachers in satisfaction with the profession of teaching physical education in primary schools in Kirkuk Governorate?The current research aims to:- Identifying statistical differences between male and female teachers in job satisfaction with the profession of teaching physical education.The researcher used the descriptive approach using the survey and comparative methods for their suitability and the nature of the current research.The researcher deliberately chose the research curse from male and female physical education teachers in the center of Kirkuk Governorate, who he was able to reach and obtain their answers to on the scale of the current research, which numbered (87) individuals, including (36) female teachers and (51) teachers who practice the profession of teaching physical education in elementary schools.The researcher used a measure of job satisfaction with the profession of teaching physical educationThe researcher concluded the following:- Teachers outperform female teachers in job satisfaction towards the profession of teaching physical education in primary schools in the schools of Kirkuk Governorate.
 

A comparative study of measuring creative energy of a female physical education teachers sample in the secondary schools of Baghdad (Karkh and Rusafa)

A comparative study of measuring creative energy of a female physical education teachers sample in the secondary schools of Baghdad (Karkh and Rusafa)

The vision of male and female physical education teachers for the role of the school principal in activating school sports activity

The vision of male and female physical education teachers for the role of the school principal in activating school sports activity

Lesbian, anorexic, disabled, and big: other ways of being a female physical education teacher

ABSTRACT Research has shown that Physical Education (PE) is a white, male, and able body-dominated profession, particularly in Spain. When some female pre-service PE teachers, who had a difficult relationship with their bodies and sports abilities, enrol in such a degree, some of these problematic relations come to light. Participants for this study were four female pre-service teachers who self-identified as lesbian, anorexic, visually impaired, and big respectively. Data were collected through participant-produced texts, graphical representations, and interviews. The authors then reconstructed the participants’ stories which are presented in the form of narratives. The conceptual tool of embodying norm-criticality helped us to highlight the importance of critical reflection about own beliefs, past experiences and understandings, and their influence on pedagogical practices in PE. This study contributes to the push towards a change of the stereotypical beliefs of what a PE teacher should be or look like, and in this way, emphasises the vast benefits of diversifying PE teachers’ beliefs and understandings.

중등 여성체육교사의 스포츠 리터러시 탐색

중등 여성체육교사의 스포츠 리터러시 탐색

Study on the relationship between the professional identity and the work engagement of teachers in private universities

This study tries to take professional identity (PI) and job involvement (JI) as the starting points of the research and briefly discusses the characteristics of PI and JI of teachers in Chinese private universities as well as the main factors affecting the level of PI and JI of teachers. This paper analyzes the relationship between the professional identity (PI) and the work engagement (WE) of 530 teachers at a private university in China using questionnaires surveys, interviews and statistics. The result shows that 1) a teacher’s professional identity at a private university provides a positive prediction for work engagement. 2) The professional identity (PI) of teachers in different phases of professional development has level and structural differences in its relationship to work engagement (WE). The PI of teachers in private universities is generally in the middle range among which professional motivation is the highest and professional emotional benefit is the lowest. There are significant differences in career identity across different career development periods. Through male physical education teachers' sense of professional emotional benefit, professional motivation and professional self-regulation and female physical education teachers' sense of professional motivation and professional self-regulation, the job investment can be predicted.

Teachers’ management in implementation of CHED Memorandum Order (CMO) 39, series of 2021 towards the achievement of students’ learning outcomes in physical education

Background: The Commission on Higher Education (CHED) has issued Memorandum Order (CMO) No. 39, Series of 2021 that strengthens the management of physical education teachers and promotes the achievement of students’ learning outcomes. Higher education institutions will guarantee that they are adhering to the requirements of the CMO to ensure the quality of instruction in physical education and the improvement of the students’ learning outcomes. Objectives: This research aims to investigate the process of implementation of the CMO 39, Series of 2021 and its contribution to the improvement of student learning outcomes in Physical Education (PE). Methods: Through a qualitative research design based on a phenomenological approach, the researchers employed a purposive sampling method to select 9 male and 3 female PE teachers from Higher Learning Institution in the Philippines. A non-test instrument consisting of an interview guide was used to collect data from the study participants. The data was then analyzed to identify themes and patterns that emerged from the responses. Results: The study revealed the effectiveness of physical education in terms of student motivation, class orientation, students’ participation, and the application of the Physical Activity Towards Health and Fitness (PATHFIT) program. The findings show that physical education is an important part of the educational process and has a direct influence on the students' learning outcomes. Furthermore, the study also highlights the importance of providing students with the necessary knowledge and skills to succeed, and of assessing the students' abilities from their performance to achieve course objective with good behavior and attitude. Conclusion: It showed potential areas of improvement in the implementation process to ensure that the objectives of the memorandum are achieved, which is necessary for teachers to be aware of the competencies that need to be developed for students. This research will contribute to the existing literature on the importance of quality assurance programs, particularly in the area of physical education.

A comparison of personal and administrative traits for choosing the supervisor (educational and specialist) for male and female physical education teachers and teachers in the Ministry of Education

Educational supervision is considered one of the most important elements of the educational process, as it has a major role in improving and developing all elements of the educational process. Indeed, the first and basic task of educational supervision is to develop and develop the teacher's capabilities, improve his level of performance, help him solve problems facing him, and provide him with expertise. Occasion .Educators also unanimously agree that the educational supervision process is a specialized technical service provided by the competent educational supervisor to the teachers who work with him in order to improve the teaching and learning process and work to develop it in all its fields. males and females), to lead and influence those under their responsibility in order to raise the level of performance in the field of workThat is, the educational supervisor must possess multiple qualifications, including (leadership, administrative, and personal), in order to ensure the achievement of the desired goals of supervision, and this is the responsibility of those in charge of the process of selecting supervisors to find ways to ensure the success of the selection process.The importance of the current research lies in comparing the personal and administrative characteristics of choosing the supervisor (educational and specialist) for physical education teachers and teachers between male and female supervisors through the level of their performance on these standards.The researchers used the descriptive approach, where the research community included (514) male and female supervisors, and the researchers put out a questionnaire on a sample of the community amounted to (285) male and female supervisors. The results showed that there are significant differences in personal and administrative characteristics between male and female educational supervisors and specialists, and in favor of males.

중등 기간제 여자체육교사의 진입장벽과 적응전략

본 연구는 중등 기간제 여자체육교사의 진입장벽과 교직생활의 어려움을 이해하고 본인만의 적응 전략을 알아보는 데에 목적이 있다. 눈덩이 표집법을 이용하여 현재 동남권 중등학교에 기간제 여자체육교사로 종사하고 있는 4명을 선정하였고, 심층면담과 뉴스, 관련 도서, 선행연구 등을 통해 다양한 자료를 수집하였다. 이러한 자료를 토대로 다음과 같은 결론을 도출하였다. 첫째, 중등 기간제 여자체육교사로의 진입 어려움은 ‘체육교과목에 대한 젠더 편견’, ‘짜여진 각본의 엑스트라’, ‘체육교사 = 안전생활부로’의 카테고리로 분류되었다. 둘째, 중등 기간제 여자체육교사의 교직 생활의 적응 어려움은 크게 ‘꼬리표 : “여자라서”’, ‘불공정한 업무 분장’, ‘불안정한 신분’, ‘불공정한 성과보상’으로 나타났다. 셋째, 중등 기간제 여자체육교사의 적응전략은 ‘적극적으로 대처하기’, ‘전문성 함양을 위한 노력’, ‘정규교원으로의 갈망’으로 분석되었다.

Investigating primary and middle school physical education teachers’ professional knowledge of Amhara Region, Ethiopia

ABSTRACT This study explored the status of primary and middle school physical education (PE) teachers’ professional knowledge competence (PKC) in the Amhara Region, in Ethiopia. For this, a quantitative research approach was employed and data were collected from 382 randomly selected PE teachers and analysed quantitatively. Findings revealed that the overall PKC of PE was low. Statistically, a significant difference was observed among PE teachers in their content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), and PKC. Female PE teachers, novice PE teachers, and rural PE teachers were less competent in their CK, PK, and PCK. Besides, unlike in their PK, degree-holder PE teachers have better CK, PCK, and PKC than diploma holders. Accordingly, due care and special intervention need to be given by the education actors in the recruitment, training, and deployment of PE teachers in Ethiopia.

FAVORITE TEACHING METHODS AND THEIR RELATIONSHIP WITH THE MIND HABITS AMONG PHYSICAL EDUCATION TEACHERS IN PALESTINE

The study aimed to identify the preferred teaching methods and their relationship to the habits of mind of physical education teachers in Palestine. The study population consisted of all physical education teachers in public schools in Palestine, who numbered (1067) male and female teachers. The study was conducted on a sample of (407) male and female physical education teachers in Palestine, including (130) male and (277) female teachers; They were chosen by stratified random method, where the study sample represents 38% of the study population, and the descriptive analytical approach was used as a method of study, and for the purpose of data collection, a questionnaire was used to measure the preferred teaching methods. Mind habits as study tools, and through the use of the Statistical Package for Social Sciences (SPSS) program, the study concluded that the training method was the most preferred teaching method for physical education teachers. While the imperative method was the least preferred teaching method for physical education teachers. The results also indicated that the habit of "driving" is among the most common mental habits of physical education teachers. While the habit of "thinking beyond knowledge" was considered one of the least mental habits used by the physical education teacher. In light of the results of the study, the researcher recommended the necessity of empowering physical education teachers with contemporary mental habits that raise the level of the educational process to improve the performance of physical education teachers and develop their mental abilities and skills. Key words: Teacher; Physical Education; Habits of Mind; Multiple Intelligences

Physical education teachers' attitudes toward inclusion of students with disabilities in Saudi Arabia.

The attitudes of physical education (PE) teachers toward inclusion are critical to the successful provision of inclusive teaching for students with disabilities. Therefore, the purpose of this study was to investigate the attitudes of Saudi Arabian PE teachers toward the inclusion of students with disabilities in PE classes and the effect of sociodemographic variables (e.g., gender and length of teaching experience) on their attitudes toward inclusion. A total of 1,314 PE teachers (M age = 41.09, SD = 9.40, females = 42.8%) completed the Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education-Revised Scale (SACIE-R). Analyses found that, in general, PE teachers had moderately positive attitudes toward the inclusion of students with disabilities in PE lessons. A significant difference was found between the two genders in their attitudes toward inclusion. Specifically, female PE teachers demonstrated more positive attitudes toward inclusion than males. Multiple linear regression analysis, meanwhile, showed that the length of teaching experience and the experience of teaching a student with a disability were significant predictors of participants' attitudes toward inclusion. Our findings highlighted the importance of reconsidering the quality of PE teachers' experiences and interactions with students with disabilities as a means to improving their attitudes, which in turn would translate into successful inclusion.

A comparative study of the ego strength of physical education teachers in Nineveh education

The research aims to find out what follows : - degree of ego strength among physical education teachers in Nineveh education. - the differences in the degree of ego strength between public school teachers and private school teachers. - the differences in the degree of ego strength between male and female teachers. The researchers hypothesized: - Physical education teachers have a positive degree of ego strength. - There are no significant differences in the degree of ego strength between public school teachers and private school teachers. - There are no significant differences in the degree of ego strength between male and female teachers The researchers concluded: - Physical education teachers in Nineveh education have a positive degree of ego strength. - Physical education teachers in private schools have a higher degree of ego strength than public school teachers. - There were no differences in the degree of ego strength between male and female physical education teachers in Nineveh Education. The researchers recommended: - Creating a balanced educational and educational environment in public schools in order to raise the degree of ego strength of physical education teachers and thus raise the educational and educational level in Nineveh education . - Conducting other studies to identify the reasons and motives behind the low degree of ego strength of physical education teachers in government schools in Nineveh education . - Conducting studies on the degree of ego strength for teachers of other disciplines .

Saudi Arabia’s First Female Physical Education Teachers: A Study of Health-Related Physical Fitness

Saudi Arabia’s First Female Physical Education Teachers: A Study of Health-Related Physical Fitness

Creative management of physical education lesson time for middle school teachers in Maysan governorate schools

The research aims to identify the level of creative management of the classroom by male and female teachers of physical education in middle schools in the centre of Maysan governorate and how to invest the lesson time in an ideal way. Maysan (the centre) for the intermediate stage, numbering 159 teachers and teachers for the academic year 2021-2022, were chosen deliberately. The researcher used the statistical bag (sps) to treat the data statistically. However, the researcher concluded that there is a generally positive image of the creative management of the classroom for male and female physical education teachers in terms of managing the time specified for the lesson. The researcher recommended the necessity of appropriate preparation for male and female teachers in a culture of administrative creativity.

Job Satisfaction of Physical Education Teachers in Slovakia

Many studies have confirmed that job satisfaction is one of the important factors that maintain a high level of performance. The aim of this study was to analyze job satisfaction among physical education teachers in Slovakia. This was a cross-sectional intraindividual ex post facto research. 139 male and 173 female Slovak physical education teachers participated in this study, 165 of them were employed at primary schools and 147 of them worked at secondary schools. To get the empirical data, the method of questionnaire and interview was used. It has been shown that job satisfaction of physical education teachers in Slovakia are differentiated in terms of gender, but are not differentiated from the point of view of age and of the type of school. The obtained results shows that male physical teachers working in schools have better job satisfaction than their female counterpart (χ2=10.308, p<0.01%). The findings suggest that job satisfaction of physical education in Slovak teachers is low. This research was realized out within the project VEGA, No. 1/0523/19 „Telesná a športová výchova a jej kvalita a potenciál v podpore zdravia z pohľadu žiakov, učiteľov a rodičov“ [“Physical and Sports Education and its Quality and Potential in Promoting Health from the Perspective of Pupils, Teachers and Parents”].