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| dc.contributor.author | Dereb, Yeshiwas | |
| dc.date.accessioned | 2024-01-08T08:03:36Z | |
| dc.date.available | 2024-01-08T08:03:36Z | |
| dc.date.issued | 2023-09 | |
| dc.identifier.uri | http://ir.bdu.edu.et/handle/123456789/15563 | |
| dc.description.abstract | The main purpose of this study was to examine the status of professional competencies of physical education teachers in the primary and middle school in Amhara Region, Ethiopia. The study further explored differences in professional competencies on the bases of teachers’ demographic characteristics (gender, qualification, experience, and location). To this end, an explanatory sequential mixed method design was used, first, the quantitative data were collected and and second the qualitative case studies followed. A multistage sampling technique was employed to select the research participants from the schools, woredas, and zones. Quantitative data were collected using close-ended questionnaire from 405 physical education (PE) teachers selected though cluster sampling technique. Moreover, qualitative data were collected using interviews, focus group discussion, observation, and document reviews from teachers, students and school directors. Both descriptive (mean and standard deviation) and inferential statistics (one sample t-test, independent samples t-test, MANOVA, and CFA) were used to examine the quantitative data. Cross-case analysis through descriptions and narrations was also used to analyse the qualitative data. The findings of the study revealed that PE teachers appeared incompetent in their professional knowledge (content knowledge (CK), pedagogical content knowledge (PCK), and overall professional knowledge (OPK) due to the absence of early exposure and lack of advanced training, lower priority of PE in relation to other subjects, inadequate equipment and facilities, low budget, and lacked confidence in teachers’ abilities to provide "proper" PE lessons,. Yet, PE teachers’ pedagogical knowledge (PK) competence was relatively better. In terms of location, urban physical education teachers outperform on their CK, PK, PCK, and OPK than rural teachers. Based on gender, male teachers showed more competence on PK, PCK, and OPK. Yet, no difference existed on CK. In terms of qualification, degree holder PE teachers outpace on CK whereas diploma holders displayed more competence on PK, with no difference in their PCK and OPK. Teachers with long years of teaching xiv experience were found to be competent on PK than the novices. In the professional practice competence (PPC) dimension, PE teachers were unveiled competent on their lesson planning (LP), but they exhibited poor competency in creating and maintaining safe and supportive learning environment (CMSSLE) and instructional assessment (IA). This was because of the increased numbers of students in the classroom, lack of knowledge about CMSSLE, poor spatial configuration, inconvenient physical features and shortage of equipment. Compared to rural school teachers, urban school teachers found competent in LP, CMSSLE, and IA. Further, male teachers outperform on IA than female teachers; diploma teachers showed better competence on LP, IA, and OPP; whereas no significant difference was identified in CMSSLE. Based on experience, novice teachers appeared to be lower in their PP (LP, CMSSLE and IA). Furthermore, PE teachers found incompetent in their professional engagement (Pr.E) (professional learning (PL), and engaging professionally with colleagues (EPwC)) due to lack of need based teachers’ in-service training and shortage of budget. In terms of location, rural school teachers exhibited low competence on Pr.E and OPr.E than urban school teachers, but no difference showed in their EPwC. Likewise, female teachers exhibited better competence in PL, EPwC and OPE than their counterparts. Again, diploma teachers showed better competence in PL and OPE than degree holders. Also novice teachers outperform better than their counterparts in PL, EPwC, and the OPE. The major factors affecting the implementation of PE curricula were categorised into school/institution related, teacher related and training related. Accordingly, the concerned personnel at all levels (MoE, REBs, TEIs, zones, woredas, and schools) should take corrective measures to tackle the identified gaps and challenges investigated in this study. | en_US |
| dc.language.iso | en_US | en_US |
| dc.subject | Teacher Education and Curriculum Studies | en_US |
| dc.title | The Status of Professional Competencies among Physical Education Teachers in Primary and Middle School in Amhara Region, Ethiopia | en_US |
| dc.type | Thesis | en_US |
