Physical Education and Sport Sciences

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Browsing Physical Education and Sport Sciences by Subject "PE teachers"

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    Physical Education Teachers' Compliance With Professional Codes of Ethics and Conduct
    (Taylor & Francis, 2013-03-27) Mabagala, Stephen
    Background/Purpose: Every profession considers the development and application of a Professional Code of Ethics and Conduct (PCEC) as a means of maintaining professional standards. As for the teaching profession, PE teachers are supposed to exhibit a high level of professionalism, responsibility, integrity, competence, character, respect and honesty. Such moral virtues are imperative since PE teachers' work involves close interactions with students. The purpose of this study was to determine the compliance level of PE teachers with the PCEC in Tanzania. Method: The study utilized descriptive survey design and was conducted in secondary schools and teachers' colleges. Purposive sampling was adopted to select respondents. Participants were 52 PE teachers, 21 heads of institutions, 720 students and 16 Teachers' Service Department officials. Analysis/Results: PE teachers complied with the PCEC at high level (M = 4.11, SD = .53). There were no significant differences in compliance across age (p = .868), gender (p = .502), marital status (p = .208) and teaching experience (p = .469). However, significant differences in compliance were observed across educational levels (p = .002) and across institutional variables (p < .05) Conclusions and Recommendations: PE teachers comply accordingly with PCEC; and the level of education and religiosity influence their compliance level. There is a need to strengthen professional development courses for teachers and emphasize the teaching of moral and professional ethics in the teacher education program.
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    Physical Education Teachers' Knowledge on the Professional Code of Ethics and Conduct in Tanzania
    (Scholarlink Resource Centre Ltd, 2013-08-01) Mabagala, Stephen; Mwisukha, Andanje; Wanderi, Mwangi P.; Muindi, Daniel M.
    Every profession considers the development and application of a Professional Code of Ethics and Conduct (PCEC) as a means of maintaining acceptable professional standards. As for the teaching profession, teachers are supposed to exhibit a high level of professionalism, responsibility, integrity, competence, character, respect and honesty. Such moral virtues are imperative for Physical Education (PE) teachers since their work involves close interactions with students in and outside the classroom and school contexts. The purpose of this study was to determine the knowledge of PE teachers on PCEC in Tanzania. The study explored whether PE teachers were knowledgeable on PCEC and whether their knowledge differed according to their demographic and institutional characteristics. The study was significant in that knowledge on PCEC could help teachers to understand the nature of their work, the values they transmit and the implication of those values for those with whom they are engaged. The study could also help PE teachers to improve and sustain the standards and reputation of the teaching profession by upholding the best practices and conduct. The study utilized descriptive survey design and was conducted in secondary schools and teachers’ colleges that had PE and sport programs. Purposive sampling was adopted to select PE teachers and data were collected through questionnaire. Results revealed that PE teachers had high knowledge on PCEC (M =4.41, SD = .317). However, knowledge on PCEC differed significantly across educational levels (p = .001), institutional ownership (p =. 011) and institutional level (p = .019). There were no significant differences across age categories (p = .056), gender (p = .926), marital status (p = .153), teaching experience (p =.258) and location (p = .252). It was concluded that PE teachers possess adequate knowledge on PCEC; and the level of education and religiosity are determinant factors for the knowledge on PCEC. It was recommended that there is a need to strengthen professional development courses for teachers and emphasize the teaching of moral and professional ethics in the teacher education programs. Teachers should also be encouraged to obtain copies of professional code of ethics and conduct, and they should be emphasized to implement the professional code of ethics and conduct. Moreover, studies should be conducted to understand the level of compliance with PCEC among teachers in other specialized subjects.
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    Students’ Perceptions on Physical Education Teachers’ Compliance with the Professional Code of Ethics and Conduct in Tanzania
    (2016-07) Mabagala, Stephen
    The nature of Physical Education (PE) is grounded in movements, games and sports; this lends itself to a high rate of interaction between PE teachers and students. As such, PE teachers need to be aware and comply with their professional code of ethics and conduct (PCEC) in their relationship with students during theory and practical lessons as well as during interschool competitions and outside school contexts. The idea of PE teachers' compliance with PCEC in Tanzania has not been widely investigated, so this study is rare and important to the field. The purpose of the study was to determine the perception of students on PE teachers' compliance with PCEC in Tanzania. The study utilized descriptive survey design and was conducted in secondary schools and teachers’ colleges that had PE and sport programs. Purposive sampling was adopted to select PE students and data were collected through a questionnaire. Participants were 720 students who were either studying PE or participating in school sports. It was concluded that PE students perceive their teachers as having a high level of compliance with the PCEC and their perception is influenced by their level of education. It was recommended that there is a need to improve and sustain PE programs in schools and colleges, emphasize training in the codes for teachers, and moral education for students. There is also a need to improve teacher-student-relationship and school-community partnerships through sports. Further study should be conducted to determine unethical behavior in teacher-student relationships in the context of school sport.