FACTORS THAT AFFECT THE TEACHING OF PE IN ETHIOPIA: AN EXPLORATION OF SECONDARY SCHOOLS IN WEST GOJJAM ZONE
Abstract
The Ministry of Education, and sport commission of Ethiopia produced several policies which guide the teaching of physical education. All the policy pronouncements make physical education a compulsory teaching subject in both primary and secondary schools in Ethiopia. However, in spite of the existence of these policies, physical education is still not being taught effectively in most primary and secondary schools in Ethiopia. This paper discusses the factors that affect the teaching of physical education in the ten secondary schools in west Gojjam zone. West Gojjam zone secondary schools were selected for study because of their proximity and exposure to the researcher which enabled the identification of the need for an empirical study. The study is expected to bring about increased understanding of the barriers that impede the teaching of physical education and also help to find ways of improving the teaching of the subject. This study combined both qualitative and quantitative research methodologic al analyses. Questionnaires, observation and document analysis were used as research instruments. The questionnaires were administered to fifty qualified primary school teachers who were purposely selected from a total population of one hundred thirty five . The schemes of work for the sampled teachers were also inspected. Observations were conducted on all the ten schools.Results from the study seem to indicate that West Gojjam urban secondary school teachers are not affected by negative attitude. Heads do not supervise any PE lessons is an indication that they do not value physical education because it is not examinable.The physical education training programmes in colleges are not comprehensive and not standardized and failing to interpret the syllabus and coming up with meaningful PE activities.There is very little staff development going on in the schools. Equipment, sport specific facilities,teaching and reading material in physical education are grossly inadequate. The physical education curriculum is not user friendliness.
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