Abstract
A survey of teachers
and principals in Alberta was conducted to gain a descriptive
profile of who is teaching physical education (PE) and to assess
the relationship between PE specialists and variables associated
with program delivery. A probability-sampling procedure was used
to obtain a representative sample of schools. In these schools
nonprobability procedures were used to recruit teachers. A total
of 480 teachers' and 162 principals' questionnaires were returned.
Although 50% (n=236) of PE teachers in the sample were classified
as PE specialists (i.e., had either a degree, major or minor,
in PE or a closely related area), there was a significant gap
in the number of PE classes being taught by division. Of the 1,219
PE classes surveyed in this study, PE specialists taught 49% and
55% of classes at the elementary levels (Divisions I & II)
compared with 91% of junior high (Division III) and 90% of secondary
(Division IV) PE classes. Significant differences were found between
PE specialists and non-PE specialists on a number of items including
perceptions of preparedness, teaching enjoyment and competence
to teach PE, the number of PE specialists across grade levels,
and the percentage of time devoted to PE in the timetable. Implications
with respect to implementing PE specialists across all grades
and the need for future pedagogical research to investigate the
effect of PE specialists are also discussed
Copyright © AJER, the Faculty of Education, and the University
of Alberta, 2004.
Last revised: May 12, 2004.
Designed by G.H. Buck