EXPLORING TEACHERS ATTITUDES TOWARDS PHYSICAL EDUCATION INSTRUCTION IN PRIVATE PRIMARY SCHOOL. A CASE STUDY OF FOUR SCHOOLS IN WAKISO DISTRICT
CHAPTER ONE
1.0 Introduction
This chapter introduces the key study concepts i.e. the background to the study, the research problem, objectives, research questions, study scope and significance of the study.
1.1 Background of the study
Physical education globally is viewed as an integral part of education and serves to ensure the all-round development of the physical and moral qualities of school children, to prepare them for life, labour and defence of their country. More specifically, physical education should strengthen health, develop physical skills, the functional potential of the organism and motor skills, and inculcate moral qualities such as patriotism, internationalism, team-work, boldness purposefulness, perseverance and self-assurance (Bennet et al 2021).
According to International Charter on Physical Education and Sports (ICPES 1978) Article 2, section 1-3; “Physical education and sport form an essential element of lifelong education in the overall education system”, therefore physical education is considered as fundamental human right to which access must be made universal. The World Summit on Physical Education (WSPE, 1999) further outlines the benefits that result from physical education participation to the individual as well as the country that cannot the underrated.
Physical Education (PE) has continued to gain traction in recent years as a vital component of comprehensive child development. Once considered primarily recreational, PE is now widely recognized for its contributions to physical health, psychological well-being, socialization, and academic achievement (UNESCO, 2021; Bailey et al., 2022). Many countries have reformed their education systems to integrate structured PE programs as part of a holistic learning approach. However, despite these developments, the successful implementation of PE remains heavily dependent on teachers’ attitudes and perceptions. Recent studies from North America, Europe, and Asia indicate a dichotomy in teacher perspectives—while some view PE as essential, others still regard it as secondary to subjects like mathematics and science (Chen et al., 2020; Donnelly et al., 2023). Contributing factors include inadequate professional training, lack of curriculum support, insufficient teaching resources, and weak policy enforcement, often resulting in PE being marginalized within school timetables (Kirk, 2022; Xiang & McBride, 2024).
At the East African level, the development of PE has been slow and uneven, shaped by post-colonial educational priorities, cultural attitudes, and underinvestment in physical education infrastructure. In Kenya, Tanzania, and Rwanda, PE is included in the national curriculum, but its delivery is inconsistent due to persistent negative perceptions among teachers, limited pedagogical training, and poor resource allocation (Omondi et al., 2021; Rukundo & Ndahayo, 2023). The dichotomy between private and public schools is also evident; private institutions often prioritize academic performance, relegating PE to a lower status with minimal instructional time and funding (Kagwiria et al., 2022). Across the region, a lack of in-service training and professional development opportunities for PE instruction further contributes to low teacher confidence and engagement (Mutuku, 2020; Mwesigwa & Tumusiime, 2024).
In Uganda, Physical Education was formally integrated into the national curriculum with the 2007 thematic curriculum reforms. Nevertheless, the subject continues to be viewed as peripheral in most schools, particularly within the private sector. Teachers’ attitudes toward PE in Uganda’s private primary schools are influenced by several interrelated factors, including teacher qualification, school culture, policy priorities, and prevailing societal views on physical activity (Mugisha & Nansubuga, 2021; Ssenyonga et al., 2023). Many private schools emphasize academic excellence as a key indicator of institutional success, often allocating limited time and resources to PE. Consequently, teachers may regard PE as a non-essential subject, or even a distraction from exam-oriented instruction. Furthermore, the absence of specialized PE instructors results in the subject being taught by generalist teachers, many of whom lack the training, confidence, or motivation to deliver it effectively (Tumwine & Okurut, 2024). These challenges underscore the importance of understanding and addressing teacher attitudes, as they play a crucial role in determining the quality, consistency, and sustainability of PE programs in Uganda’s private primary schools.
1.2 Statement of the problem
Despite the recognized importance of Physical Education (PE) in promoting the holistic development of learners including physical fitness, mental well-being, and social skills its implementation in many private primary schools remains limited, particularly in regions like Wakiso District. Preliminary observations suggest that PE instruction is often marginalized, inadequately timetabled, or delivered by unqualified personnel. This raises concerns about the attitudes of teachers toward PE, which may significantly influence its delivery and prioritization within the school curriculum. In private schools, where academic performance in core subjects is often emphasized, PE is frequently viewed as a non-essential or recreational activity. Such perceptions can lead to minimal investment in PE resources, limited teacher training, and a lack of structured programming. However, there is a gap in empirical data regarding how teachers in these settings view and approach PE instruction. This study, therefore, seeks to explore the attitudes of teachers towards Physical Education instruction in four selected private primary schools in Wakiso District, with the aim of identifying underlying factors that affect their engagement and commitment to PE, and how these attitudes impact the quality and consistency of PE delivery.
1.3 Purpose of the study
The purpose of the study is to explore teachers’ attitudes towards physical education instruction in private primary school.
1.4 Objectives;
- To examine the perceptions of private primary school teachers towards the importance of physical education in the school curriculum.
- To assess the level of teacher preparedness and competence in delivering physical education instruction in private primary schools.
- To identify the factors influencing teachers’ attitudes towards the teaching of physical education in private primary schools.
1.5 Research Questions
- What are the perceptions of private primary school teachers regarding the importance of physical education in the school curriculum?
- How prepared and competent are teachers in delivering physical education instruction in private primary schools?
- What factors influence teachers’ attitudes towards the teaching of physical education in private primary schools?
1.6 Content Study
This section will include; the content scope, geographical scope and time scope.
1.6.1 Content scope
This section will include; the perceptions of private primary school teachers towards the importance of physical education in the school curriculum, the level of teacher preparedness and competence in delivering physical education instruction, the factors influencing teachers’ attitudes towards the teaching of physical education.
1.6.2 Geographical scope
The study will be carried out in wakiso district.
1.6.3 Time scope
The study will be carried out in 6 months
1.7 Significance of the study
Contribution to Academic Knowledge
This study will add to the existing body of literature by providing updated and contextual insights into the research problem. It will offer new perspectives that can be useful for scholars, researchers, and students interested in the topic.
Policy Formulation and Decision-Making
The findings of this study will assist policymakers and educational or institutional leaders in making informed decisions. It will highlight key issues and recommend actionable strategies to improve current practices or systems.
Improvement of Practices
By identifying existing challenges and proposing solutions, this study will support practitioners in adopting more effective and efficient methods in their respective fields, leading to improved outcomes.
Awareness and Advocacy
The study will raise awareness among stakeholders including communities, organizations, and individuals about the importance of the research issue. This can spark advocacy, support behavior change, and encourage further dialogue and action.
Delimitations of the study
Geographical Scope: The study will be limited to private primary schools within a selected district or municipality. Public schools and institutions outside the chosen area will not be considered.
Respondent Category: The research will focus solely on teachers currently employed in private primary schools. School administrators, pupils, and teachers from public schools will be excluded from the study.
Content Focus: The study will specifically concentrate on issues related to perceptions, preparedness, competence, and influencing factors regarding physical education instruction. Other subject areas or broader aspects of the curriculum will not be covered.
Definition of key terms
Physical Education is a structured and purposeful form of learning that involves the development of physical fitness, motor skills, knowledge about body movement, and positive attitudes toward physical activity. It is an essential component of the school curriculum that focuses on promoting health and well-being through participation in sports, games, exercise, and recreational activities. Physical education not only enhances students’ physical competencies and overall fitness but also contributes to their mental, emotional, and social development. Through regular participation, learners gain valuable life skills such as teamwork, discipline, leadership, and resilience. Moreover, physical education helps in instilling lifelong habits of physical activity, which are crucial in preventing lifestyle-related diseases and improving the quality of life.
