EXPLORING TEACHERS? ATTITUDES TOWARDS PHYSICAL EDUCATION INSTRUCTION IN PRIVATE PRIMARY SCHOOLS. A CASE STUDY OF

 FOUR SCHOOLS IN WAKISO DISTRICT

ABSTRACT

The topic of report was exploring teachers? Attitudes towards physical education instruction in private primary schools. A case study of  four schools in wakiso district. The objectives of the study included; 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 and to identify the factors influencing teachers’ attitudes towards the teaching of physical education in private primary schools. In this study, a cross-sectional survey research design was adopted where both qualitative and quantitative research approaches was used. This design was useful as it was the most appropriate way to gather data from a large population at a particular time (Amin, 2005). The study was carried out in wakiso district. The study concludes that private primary school teachers demonstrate overwhelmingly positive perceptions towards the importance of physical education (PE) in the school curriculum. The findings reveal a strong consensus among teachers that PE is not only an essential component of education but also plays a critical role in the holistic development of learners, including their physical, social, emotional, and cognitive well-being. These results are consistent with earlier scholarly perspectives, which trace the evolution of physical education from being undervalued during the Dark Ages to becoming a recognized and integral part of education in the modern era. the study establishes that teachers acknowledge the significant contribution of PE to learners’ overall development and academic performance, reinforcing its relevance in contemporary education systems. The support for allocating adequate time to PE lessons reflects teachers’ recognition of its importance, aligning with historical and modern educational reforms that advocate for the inclusion of physical activities in school curricula, the study highlights that most teachers are willing to encourage student participation in physical education activities, although a small proportion of neutral responses suggests the existence of minor gaps in motivation or institutional support.

School administrators and policymakers should ensure the provision of adequate teaching and learning resources, including sports equipment and facilities, to support effective delivery of PE. Availability of such resources will not only improve instructional quality but also strengthen teachers’ motivation and positive attitudes towards the subject, there is a need to allocate sufficient time for physical education within the school timetable. Given the recognized importance of PE in promoting learners’ holistic development and academic performance, schools should treat it as a core subject rather than a supplementary activity. Continuous professional development programs should be prioritized, particularly in areas of assessment and evaluation in PE. Although teachers demonstrated high levels of competence, targeted training will help address minor gaps in assessment literacy and further enhance instructional effectiveness, school management should provide strong institutional support through supervision, encouragement, and clear policy guidelines that promote the status of PE in the curriculum. Supportive leadership will reinforce teachers’ commitment and willingness to actively engage learners in physical activities.

CHAPTER ONE

1.0 Introduction

This chapter introduces the key study concepts including the background to the study, the research problem, objectives, research questions, study scope and significance of the study.

1.1 Background of the study

Globally across different countries highlights varying teacher attitudes towards PE, for instance, a study conducted in the United States reported that approximately 45% of elementary school teachers perceived PE as a low-priority subject due to academic pressures from subjects like mathematics and language arts (McKenzie et al., 2017). Similarly, in the United Kingdom, teachers recognized the importance of PE for children’s health, 38% expressed negative attitudes due to limited training, insufficient resources, and heavy workloads (Backman, & Barker, 2020). In Australia, a national survey by Morgan and Hansen (2008) indicated that 54% of primary school teachers felt confident in delivering PE lessons; however, nearly 30% admitted that they often omitted certain activities because of time constraints or lack of specialized knowledge. In developing countries, the situation is even more pronounced. A study in Nigeria revealed that only 26% of primary school teachers demonstrated a positive attitude towards PE, largely due to inadequate professional development opportunities and societal undervaluation of physical education (Ojukwu et al., 2022).

Physical Education (PE) has continued to gain traction in recent years as a vital component of comprehensive child development (Bailey et al., 2022). Once considered primarily recreational, PE is now widely recognized for its contributions to physical health, psychological well-being, socialization, and academic achievement (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 (Donnelly et al., 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 (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 (Ferguson et al., 2023).

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). 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 (McMullen, Kulinna, & Cothran, 2014). 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

Physical Education (PE) plays a critical role in fostering the holistic development of learners, encompassing physical fitness, mental well-being, and social skills. However, in many private primary schools, particularly in Wakiso District, PE remains marginalized. It is often inadequately timetabled, delivered by unqualified personnel, or treated as a peripheral activity compared to academic subjects. This marginalization can have tangible consequences for students, including reduced physical fitness, limited development of teamwork and social skills, and diminished opportunities for stress relief and mental well-being. In private school settings, where emphasis is placed heavily on academic performance, PE is frequently perceived as non-essential, leading to minimal investment in resources, insufficient teacher training, and unstructured programming. Despite these concerns, there is a lack of empirical data on teachers’ perceptions and approaches to PE instruction in such schools, creating a knowledge gap that limits understanding of how teacher attitudes influence the quality and consistency of PE delivery. This study, therefore, seeks to explore the attitudes of teachers towards PE instruction in four selected private primary schools in Wakiso District, with the aim of identifying factors that affect their engagement and commitment to PE and the subsequent impact on student outcomes.

1.3 Purpose of the study

The purpose of this study was to explore teachers’ attitudes towards physical education (PE) instruction in private primary schools. Specifically, the study aims to examine teachers’ beliefs about the importance of PE, their perceptions of its role in promoting learners’ physical, mental, and social development, and their behaviors in delivering PE lessons. By investigating these aspects, the study seeks to provide a comprehensive understanding of the factors that influence how PE is prioritized and implemented in private primary school settings.

1.4 Objectives of the study

1. To examine the perceptions of private primary school teachers towards the importance of physical education in the school curriculum.
2. 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

1. What are the perceptions of private primary school teachers regarding the importance of physical education in the school curriculum?
2. 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 Scope of the study

This section included; the content scope, geographical scope and time scope, in this study perceptions and competence of the teachers was measured by both qualitative and quantitative tools

Content scope

This section included; 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.

Geographical scope

The study was carried out in wakiso district.

Time scope

The study was carried out in 6 months

1.7 Significance of the study

Policy makers

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.

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.

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.

1.8 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.

Teacher attitudes refer to the relatively enduring evaluations, feelings, and predispositions that educators hold toward various aspects of their professional environment, including subjects, teaching methods, students, and educational policies, According to Ajzen (2005), attitudes are a psychological tendency expressed by evaluating a particular entity with some degree of favor or disfavor. In the context of education, a teacher’s attitude can significantly influence instructional practices, classroom interactions, and students’ learning outcomes, as positive attitudes are often linked to greater commitment, motivation, and effectiveness in teaching.

Primary School

A primary school is an educational institution that provides the first stage of formal education to children, typically covering grades or years 1 through 6 or 7, depending on the country. It focuses on basic literacy, numeracy, and foundational knowledge in subjects such as language, mathematics, science, social studies, and sometimes arts and physical education. Primary schools aim to develop essential cognitive, social, and emotional skills, preparing children for secondary education

Private school

A private school is an educational institution that operates independently of government funding and control, relying primarily on tuition fees, donations, and private contributions to finance its operations. Unlike public schools, private schools have the autonomy to design their curriculum, set admission criteria, and determine teaching methods, often emphasizing specialized programs or values-based education. They may offer smaller class sizes, enhanced facilities, and additional extracurricular activities to support holistic student development. According to Coleman and Hoffer (1987), private schools are characterized by their ability to provide greater flexibility, individualized attention, and an environment shaped by parental and institutional choice, distinguishing them from state-managed education systems.

1.9 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.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introductions

This section presents the literature in line with other scholars;

2.1 The perceptions of private primary school teachers towards the importance of physical education in the school curriculum

During the Dark Age, the scholasticism believes the key to successful life was the development of the mental or intellectual powers. These beliefs presented a challenge to physical activities since it was not allowed to be one of the subjects in the curriculum.   During the period of Renaissance, scholars believed that PE has an impact to their bodies and soul that was inspirable and endorsable. This belief was necessary for health, to develop the body as a preparation for welfare and recognition for the important contribution of PE to the social and moral life (Morgan, 2008). Woods (2023), in agreement with the above beliefs, argued that the great thought in  PE was not only the education of the physical nature, but the relation of physical training to complete education, and then the effort to make the physical contribute its full share to the life of the individual, in environment, training, and culture (Parks, Solmon, & Lee, 2007).

In the modern era, PE is viewed from the broader perspective (Siedentop, 2009). For instance, the International Charter on PE Sports (2018) pointed out that PE and Sports was essential elements of life education in the overall education system, therefore, PE is considered as a fundamental human right to which access must be made universal.

Based the above premise, PE was first made an essential part of education in the ancient Greece (Bennet, Howell, Simri, 2024)  In the late eighteenth century; Germany accorded PE and games on the curriculum. Bennet   et al, (2021) points out that  PE in Denmark became mandatory by law at elementary school level in 1814. However, the law discriminated against the girl child. The plight of the girl child as far as  PE was concerned was only addressed after 25 years.  It was Denmark and Sweden that first established the principle of attempting to provide  PE in the schools for all students (Bennet et al 2021).  PE is today 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 defense of their country (Palmer, 2024).

Physical Education (PE) has increasingly been acknowledged as a crucial component of the school curriculum due to its contributions to holistic child development, including physical, cognitive, emotional, and social growth. Globally, studies have shown that teacher perceptions significantly influence the implementation and quality of PE instruction in schools (Hardman & Green, 2021). Positive perceptions among teachers are associated with a strong belief in the role of PE in promoting physical health, reducing obesity, improving classroom behavior, and enhancing academic performance. However, in many contexts, particularly in developing countries, PE is often undervalued, perceived as less academic, and allocated fewer resources compared to core subjects like mathematics and language (Bailey et al., 2020).

In East African countries, including Uganda, the perception of PE remains mixed. While education policy frameworks such as the Uganda National Curriculum Development Centre (NCDC, 2021) emphasize the inclusion of PE as a compulsory subject at the primary level, its actual implementation largely depends on the attitudes of school administrators and teachers. Private primary schools, in particular, may deprioritize PE due to academic competition and a strong focus on examination results. Teachers in these schools often view PE as an extracurricular activity rather than an essential part of the curriculum (Mugisha & Ssenyonjo, 2022). This perception is further influenced by limited training in physical education during teacher preparation programs, lack of equipment, inadequate playgrounds, and minimal institutional support.

Research by Ochieng and Wanyama (2023) in Kenyan private schools revealed that even though teachers recognized the physical and mental health benefits of PE, they lacked motivation to teach it due to inadequate professional development and the perception that it is not examinable. In Uganda, a study by Jasper, (2019) highlighted that many private primary school teachers admitted to either skipping PE lessons or treating them casually because of the pressure to complete academic syllabi in examinable subjects. These negative perceptions lead to insufficient PE instruction, which undermines children’s right to physical and holistic education.

Nonetheless, some studies demonstrate that when teachers are exposed to quality PE training and sensitization programs, their attitudes significantly improve. Programs that integrate PE with academic learning and emphasize its contribution to student discipline, school attendance, and social development tend to be more successful (Muche et al., 2025). Therefore, improving teacher perceptions of PE in private primary schools requires a multi-dimensional approach, including curriculum reform, adequate resourcing, teacher training, and policy enforcement, while PE is theoretically acknowledged as vital in the curriculum, the perceptions of private primary school teachers towards its importance remain a critical factor in its implementation. Addressing the barriers that shape negative attitudes such as inadequate training, lack of facilities, and low prioritization is key to strengthening the role of physical education in achieving quality primary education.

According to the MoES Monitoring report (2011) on compulsory teaching of Physical Education, many schools had not actively taken up the implementation of the subject most particularly the privately-owned secondary schools. There were significant challenges facing the implementation of compulsory secondary schools’ PE in Uganda.

2.2 Assess the level of teacher preparedness and competence in delivering physical education instruction in private primary schools

Teacher preparedness and competence are fundamental components in the effective delivery of Physical Education (PE) in schools. Globally, numerous studies emphasize that the quality of PE instruction is directly influenced by the knowledge, skills, and attitudes of the teachers assigned to deliver it (Amorim, & Ribeiro-Silva, 2025). In many countries, especially in developed regions, teachers undergo rigorous training programs that equip them with the pedagogical and practical competencies required to deliver high-quality PE lessons. However, in low- and middle-income countries, including many in Sub-Saharan Africa, there are persistent challenges related to inadequate teacher training in PE, limited professional development opportunities, and the absence of specialized PE instructors in primary schools (Alcántara-Porcuna et al., 2022).

In the East African context, research shows that PE is often undervalued in the school curriculum, resulting in limited investment in the training and recruitment of qualified PE teachers (Yıldızer, & Munusturlar, 2022). Many private primary schools in the region prioritize academic subjects that are examinable, thus relegating PE to a lower status. Consequently, PE lessons are frequently handled by untrained teachers or classroom teachers with limited knowledge and confidence in delivering PE instruction effectively. This situation undermines the objectives of PE, which include promoting physical fitness, teamwork, and mental well-being among learners (Yıldızer, & Munusturlar, 2022).

PE facilities form part of the core component of instruction materials in PE lessons. Physical Education should take place in an environment conducive to the learning and enriching of movement skills (such as stability, non- and locomotor and manipulative skills) (Yan et al., 2024).

PE facilities were constructed in schools to serve dual purpose. PE facilities in schools are used by both the school and the community for sports. Availability of PE facilities in the schools or within the reach of the school will determine whether the school will actively teach PE and practice Co-curricular sports (Makrooni et al., 2025).

According to Ministry of Education and Sports (2008 unpublished) Guidelines for improving the conduct of PEand Sports in educational institutions outlined basic PE equipment for all PEunits in the syllabus for the respective levels must be provided for by educational institutions. It further recommended at least two items for each of the ball games and for each of the athletics category. This same guideline went on to recommend that amidst resource constraints, Educational Institutions are encouraged to improvise where applicable to add on the available numbers of the imported items to meet the required learner to item ratio. With current policy of inclusion of learners with special learning needs into the main stream schools, the guideline also encouraged educational institutions to provide equipment for learners with special learning needs as well as, a well-equipped first aid kit for emergency in case of injuries that may occur during PES activities (Soini, Watt, & Sääkslahti, 2024).

The East Africa Playgrounds website observed that, one of the many issues facing PEand sports participation in Uganda is lack of resources and equipment. Many schools just don’t have the funds to buy balls and kits. Often if they do have equipment, there is not enough, they are old and damaged, and few children get to use them. It’s therefore worth noting that there existed information gap regarding available sports equipment in the schools and the gap that exist needs to be filled (Letseleha et al., 2024).

In Uganda, private primary schools vary widely in terms of resources, staffing, and emphasis on physical education. While some well-funded schools employ trained PE specialists, many others assign PE responsibilities to generalist teachers who lack adequate preparation in PE pedagogy (Mathias, Mwamakula, & Mhagama, 2023). This results in inconsistent delivery of PE content and a general lack of structure in lessons. Studies have noted that most private school teachers have not received sufficient pre-service or in-service training specific to physical education, and this affects their competence in planning, demonstrating, and assessing PE activities (Ssebuwufu, 2021). Additionally, limited access to facilities, equipment, and time allocation further hampers their ability to deliver meaningful PE instruction, the literature reveals a significant gap in teacher preparedness and competence in physical education within private primary schools, particularly in developing countries like Uganda. Addressing these challenges requires targeted policy interventions, including the integration of PE in teacher training curricula, provision of professional development programs, and the hiring of specialized PE teachers to ensure that learners benefit fully from this critical area of the school curriculum.

2.3 Factors influencing teachers’ attitudes towards the teaching of physical education in private primary schools.

One of the key factors influencing teachers’ attitudes is their professional training and qualifications in physical education. Studies have shown that teachers with formal training in PE tend to have more positive attitudes towards the subject compared to those who lack such training, this is largely because trained teachers feel more competent and confident in delivering PE lessons. In contrast, untrained teachers may feel inadequately prepared, leading to negative perceptions and low motivation to teach PE (Cothran, Kulinna & Garn, 2010).

Effective PE delivery entails PE educators working towards presenting a comprehensive PE learning opportunity that, together with appropriate instruction, promotes quality theoretical and practical movement knowledge and skills (Lundvall, 2015). The presence of qualified  PE teachers plays a crucial role in the implementation of PE programmes.  Byaruhanga (2008) argued that a well-trained teacher should be able to understand, interpret and translate the subject matter from the syllabus into physical activity for the learners through scheming, lesson planning and implementation of the curriculum by active teaching of  PE .  Tinning (2007) emphasized that teachers should know what to do to provide engaging experiences for all young people in the  PE class.  Norris, van der Mars, Kulinna, & Amrein-Beardsley, (2017), argued that it is essential for teachers to know their role and to be able to justify the importance of  PE and why it exists on the school curriculum, besides the fact that it was compulsory. Amongst other responsibilities, educators are responsible for ensuring PE delivery through effective teaching, fair resource allocation, impartial time allocation, authentic assessment and continuous professional development for effective interpersonal interactions and knowledge construction in schools.

In another study, Janzen at al. (2003) found out that PE specialist teachers in Manitoba were more likely to: (a) deliver developmentally appropriate, inclusive and gender equitable lessons; (b) take into consideration students’ affective development within their classes, (c) have increased variety of classroom and extracurricular activities; and (d) have a positive impact on the overall school climate. In line with the above positions, Byaruhanga (2008) observed that, the individual teacher’s competence was a critical factor in the quality and delivery of PElessons to the learners. He further argued that competent teachers provide quality learning and incompetent teachers results into poor learning. He also found out that majority of the teachers handling PEin Uganda and Kenya were neither adequately trained nor qualified to teach physical education.

Given the uniqueness of P. E and Sports, the UNESCO Charter on P.E, Article 4, advocated for personnel professionalism and competence of PEteachers and emphasized that PEteachers, should be appropriately qualified, having ‘adequate levels of specialization (Hardman & Marshall, 2000). The American National Association for Sport and Physical Education, and the American Heart Association (AAHPERD 2010), just like the UNESCO Charter on  PE and Sports advocated for certification and licensing of P.E. teachers at the elementary, middle school/junior high and high school levels in America.

Another important factor is the perceived importance of physical education in the overall curriculum. In many private schools, PE is often viewed as less important than core academic subjects like mathematics and English. This perception can lead to reduced instructional time, limited resources, and low prioritization by school administrators, which in turn affects teachers’ attitudes (Morgan & Hansen, 2008). When teachers see that PE is undervalued by school leadership, they are less likely to view the subject as significant and may approach it with less enthusiasm.

Workload and time constraints also influence teachers’ attitudes. Teachers in private schools often handle multiple subjects or administrative responsibilities, which limits the time and energy they can dedicate to PE. Research by Tinning and Kirk (2015) indicates that when teachers are overburdened with other responsibilities, they may neglect PE or deliver it with minimal effort. This situation is compounded by the often rigid academic timetables in private schools, which leave little room for active and engaging PE sessions.

Additionally, availability of facilities and teaching resources plays a crucial role. A study by Faulkner et al. (2011) revealed that schools with adequate playgrounds, sports equipment, and changing facilities foster more positive attitudes among teachers towards PE. In contrast, a lack of infrastructure discourages effective teaching and leads to frustration among teachers, especially when they are unable to implement planned activities due to physical limitations.

Teachers’ personal experiences and beliefs about physical activity and sports are also influential. Teachers who were actively engaged in sports during their own schooling years or maintain an active lifestyle are more likely to have a positive attitude towards teaching PE (Letseleha et al., 2024). Conversely, those with negative past experiences or who are physically inactive may project their disinterest or discomfort onto their teaching practices.

Moreover, professional development opportunities impact attitudes. Access to workshops, seminars, and continuous training in PE enables teachers to update their knowledge and teaching strategies, thereby enhancing their confidence and willingness to teach the subject (Alshuraymi, & Hastie, 2025). In private schools where such opportunities are rare or non-existent, teachers may feel unsupported and less motivated to teach PE effectively.

Finally, support from school leadership and policy frameworks has been shown to influence teachers’ attitudes. When school administrators provide support through scheduling, budget allocations, and recognition of PE’s value, teachers are more likely to feel motivated and committed to the subject (DeCorby et al., 2005). Policy guidelines that emphasize the inclusion of PE as a core subject also help to legitimize its role and encourage positive teacher engagement, teachers’ attitudes towards the teaching of physical education in private primary schools are shaped by a complex interplay of factors, including their training, institutional support, perceived value of the subject, workload, and personal experiences. Addressing these factors through enhanced training, supportive policies, adequate resourcing, and continuous professional development can significantly improve the teaching and learning of PE in private primary school settings.

2.4 Summary of the literature

The literature highlights that Physical Education (PE) is increasingly recognized as essential to holistic child development supporting physical, cognitive, emotional, and social growth. Globally, positive teacher perceptions are critical to effective PE implementation, contributing to student health, behavior, and academic outcomes. However, in developing countries like Uganda, PE often remains marginalized due to its non-examinable status and perceived lower academic value, especially in private primary schools. Limited resources, inadequate facilities, and insufficient teacher training exacerbate this challenge.

In East Africa and Uganda, national curricula emphasize PE as a compulsory subject, but implementation varies significantly. Many private schools deprioritize PE in favor of academic subjects. Teachers often lack specialized training and view PE as extracurricular. Studies from Kenya and Uganda reveal that while teachers acknowledge PE’s benefits, they feel unmotivated due to professional development gaps and curriculum pressures. Some improvements in teacher attitudes have been observed when targeted training and integrated teaching approaches are used.

In terms of teacher preparedness and competence, the quality of PE instruction is largely influenced by teachers’ knowledge, skills, and confidence. In Uganda, many private school teachers lack both pre-service and in-service PE training. This leads to poor delivery of PE content and inconsistency in teaching quality. The absence of qualified PE instructors, limited equipment, and poor infrastructure further weaken instructional effectiveness. The situation calls for policy reforms in teacher education and recruitment to boost competence in PE delivery.

   CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter presents the methodology to be used in the study. It will include; Research design, population and sample of techniques, Target/Accessible population, Sample, Sample Techniques, data collection, quality control, data analysis, assumptions and limitations.

3.1 Research Design

A research design is a plan of how the researcher was conducted the study (Kothari 2004). In this study, a cross-sectional survey research design was adopted where both qualitative and quantitative research approaches was used. This design was useful as it was the most appropriate way to gather data from a large population at a particular time (Amin, 2005). Qualitative methods were used to collect, present, interpret and analyze verbal data (descriptive and narrative). Whereas quantitative methods were used to interpret and analyze numerical data and this will be done inform of tables, frequencies and percentages. The design was chosen because it generates quick self-reports from the participants under the study, (Creswell, 2005). Also, cross sectional survey design will be chosen because the study involved collecting data from a relatively large number of respondents in its geographical setting, cheaply and in a short time (Elliot 1999). This design is also chosen because of the nature of the study as it requires cutting across a representative sample of all respondents in the study population.

3.2 Area of study

The study was carried out in Wakiso District

3.3 Study population

According to Mugenda (1999) population is a large group of people or objects from which a number of individuals are selected for a study. The target population for this study, will be teachers and head teachers of primary schools because head teachers are directly involved in the management of school. This study involved 32 teachers from 4 schools in wakiso district, 4 head teachers and 4 deputies making a total of 40 respondents.

3.4 Sampling procedures/strategies

Sampling is the process of obtaining information about an entire population by examining only part of it (Mingers, 2005 & Myers, 1997). The target groups were primary school teachers, head teachers and deputies.

Simple random sampling was used because it prevents bias and ensures that all members have an equal chance of being selected in the study. This technique was used in selected pupils and teachers to participate in the study, while purposive sampling technique was used in selecting Head teachers and deputies, school management committee members. Purposive sampling technique will be used to select the above respondents because their target population is small and is known.

3.5 Methods and Instruments of Data collection

Researcher used methods that provide high accuracy, generalizability and explanatory power, with low cost, rapid speed and maximum management demands and administrative convenience (Warwick and Lininger, 1975). Basing on this fact, a combination of the following research instruments will be used in this study for complementary purposes: questionnaires and interview schedule.

3.5.1 The Questionnaire

Kakinda (1995) asserts that questionnaire is a set of related questions designed to collect information from respondents. The Questionnaires were used to get information from the teachers. Questionnaires will be preferred because they are appropriate tools through which many respondents can be reached. The questionnaire made it possible to obtain a wide variety of responses and to draw more reliable conclusions from the responses of teachers. Questionnaires will also facilitate easy and quick derivation of information within a short time (Borg and Gall, 1983).

3.5.2 The Interview Schedule

Verd (2004) defines interview guide as oral and vocal questioning technique or discussion. The interview schedule was prepared and used to collect qualitative in-depth data. The interview schedules provided the researcher with greater opportunity to explain the purpose of the study (Stone and Harris 1984). This instrument was used to obtain data from the head teachers and members of school management committee. The questions were designed on the basis of the objectives of the study and the research questions stated in chapter one.

3.6 Procedure of data collection

The researcher obtained a letter of introduction from the institution. He went to the schools to get permission from the head teachers and make arrangements of days and time to administer the questionnaires and to conduct interviews. The researcher then personally delivered the questionnaires and conduct interviews in the schools.

3.7 Data Analys is and processing

In this study, data was collected using questionnaires and interviews to explore teachers’ attitudes towards physical education (PE) instruction in private primary schools in Wakiso District. The data analysis process involved several steps, including organization, coding, statistical analysis, and thematic interpretation. Quantitative data collected through structured questionnaires were first checked for completeness and consistency. After cleaning, the data were coded and entered into statistical software like SPSS for analysis. Descriptive statistics such as frequencies, percentages, means, and standard deviations were computed to summarize teachers’ responses and provide an overview of their attitudes towards PE instruction. The results then presented using tables, charts, and graphs to enhance clarity and facilitate interpretation. Qualitative data obtained from interviews was processed using thematic content analysis.

3.8 Data Presentation

Data presentation refers to the systematic organization and display of collected data in a manner that facilitates understanding, interpretation, and analysis. In this study, data collected through questionnaires and interviews was presented using a combination of tables, charts, graphs, and narrative descriptions to provide a clear and comprehensive overview of teachers’ attitudes towards physical education (PE) instruction in private primary schools in Wakiso District.

Quantitative data obtained from the questionnaires was summarized and presented using frequencies, percentages, means, and standard deviations. Bar charts and pie charts were used where necessary to provide visual representations that make patterns and trends more easily interpretable.

Qualitative data obtained from interviews was presented narratively with supporting direct quotations from respondents to illustrate key themes and provide depth to the findings. Thematic analysis enabled the identification of major themes.

3.9 Ethical considerations

During the research, integrity and confidentiality was considered. This was done through seeking consent from the respondents and acknowledgement of the authors. The findings was used for academic purposes only.

3.10 Limitations of the study

The researcher may face few limitations including limited time by the respondents to participate in the study, but they was encouraged to participate in the study and they was told that the study is meant for academic purpose therefore their participation is extremely important.

CHAPTER FOUR

PRESENTATION, ANALYSIS, INTERPRETATION OF FINDINGS

4.0 Introduction

This chapter presents the results in reference to objectives in chapter one, Gender of respondents, Age of respondents, Education level of respondents,

4.1 Findings on general information

Questionnaires response rate

4.1.2 Findings on the Gender of respondents

Depending on the sample of respondents that was taken, below is the table showing the gender distribution.

Table 1: Shows the findings on the gender of the respondents

Source: primary data

Table 4.1.2 above shows that 53% of respondents were male and 47% were female. This means that the biggest percentage of respondents and employees in the organization that were sampled were male and apart from that it also shows that female gender also is represented.

4.1.3 Findings on the age of respondents.

The age groups of the respondents were represented as shown below;

Table 2: Shows findings on duration of association with school

Source: primary data

The study results indicate that majority 30% of the respondents have worked for more than 8 years, while 26% have worked for 5-7 years, 27% have worked for 3-4 years. This finding indicates that majority of the respondents have worked for more years and therefore they are conversant with the questions asked.

Table 4: Perceptions of private primary school teachers towards the importance of physical education in the school curriculum

Source: primary data

The findings in Table 4 indicate that private primary school teachers hold overwhelmingly positive perceptions regarding the importance of physical education (PE) in the school curriculum. A significant majority of respondents (83.3% strongly agree and 16.6% agree) affirmed that physical education is an essential component of the primary school curriculum, suggesting a strong consensus on its relevance in early education. Similarly, all respondents (100%) acknowledged that physical education contributes significantly to the overall development of learners, highlighting its recognized role in promoting physical, social, and emotional well-being.

Furthermore, a large proportion of teachers (73.3% strongly agree and 16.6% agree) supported the need for schools to allocate adequate time for PE lessons, although a small percentage (10%) disagreed, possibly reflecting constraints such as tight academic schedules or prioritization of examinable subjects. Notably, the perception that physical education enhances learners’ academic performance received the highest level of strong agreement (83.3%), reinforcing the growing recognition of the link between physical activity and cognitive development.

In addition, most teachers (80%) either strongly agreed or agreed that they should actively encourage student participation in PE activities, though 20% remained neutral, indicating a potential gap in motivation or institutional support. Overall, the results demonstrate a strong appreciation of the value of physical education among private primary school teachers, although minor reservations suggest the need for increased advocacy, policy support, and resource allocation to fully integrate PE into the school curriculum.

To assess the level of teacher preparedness and competence in delivering physical education instruction in private primary schools.

Table 5: level of teacher preparedness and competence in delivering physical education instruction

Source: primary data

The results presented in Table 5 reveal a generally high level of teacher preparedness and competence in delivering physical education (PE) instruction in private primary schools. The findings show that all respondents expressed confidence in their ability to plan and deliver effective PE lessons, with 60% strongly agreeing and 40% agreeing. This suggests that teachers perceive themselves as capable practitioners, which is essential for the effective implementation of PE programs.

In terms of training, a substantial majority of respondents (73.3% strongly agree and 26.6% agree) indicated that they have received sufficient training in physical education teaching methods. This reflects a strong foundation in pedagogical approaches specific to PE, which likely contributes to their confidence in lesson delivery. Similarly, all teachers reported familiarity with the appropriate curriculum content for primary school physical education, with an equal split between those who strongly agree (50%) and those who agree (50%). This indicates that teachers are well aligned with curriculum expectations, a key factor in ensuring consistency and quality in instruction.

Regarding assessment competence, most teachers (56.7% strongly agree and 33.3% agree) felt they possess the necessary skills to assess and evaluate learners’ performance in PE. However, a small proportion (6.67%) remained neutral, suggesting that while overall competence is high, there may be minor gaps in assessment literacy that could benefit from targeted professional development.

Furthermore, teachers demonstrated a strong sense of preparedness in handling safety and health issues during PE activities, with 76.7% strongly agreeing and 23.3% agreeing. This is particularly important given the practical and physical nature of PE, where student safety is paramount, the findings suggest that teachers in private primary schools are well-prepared and competent in delivering physical education instruction. Nevertheless, the presence of a small neutral response in assessment skills highlights the need for continuous professional development, particularly in learner evaluation techniques, to further strengthen instructional effectiveness in physical education.

To identify the factors influencing teachers’ attitudes towards the teaching of physical education in private primary schools.

Table 4: Shows the factors influencing teachers’ attitudes.

Source: primary data

The findings in Table 4 highlight several key factors influencing teachers’ attitudes towards the teaching of physical education (PE) in private primary schools, revealing both institutional and personal determinants. One of the prominent factors is the availability of teaching resources and equipment, where 83.3% of respondents either strongly agreed or agreed that it affects their attitude. However, 16.6% remained neutral, suggesting that while resources are important, some teachers may have adapted to limited facilities or developed alternative approaches to instruction. This underscores the role of adequate infrastructure in shaping positive teaching attitudes.

Support from school administration emerged as a critical determinant, with all respondents (60% strongly agree and 40% agree) affirming its influence on their willingness to teach PE. This indicates that institutional backing, including provision of materials, time allocation, and encouragement, significantly enhances teachers’ motivation and commitment to delivering PE lessons. It further suggests that administrative policies and leadership play a vital role in promoting the status of physical education within the school curriculum.

Personal interest and enjoyment in physical activities were also identified as influential, with 73.3% strongly agreeing and 16.6% agreeing. Nevertheless, a small proportion of respondents expressed neutrality (3.33%) and disagreement (10%), indicating that not all teachers are intrinsically motivated towards PE. This variation suggests that teachers’ personal attitudes and experiences with physical activity can directly impact their enthusiasm and effectiveness in teaching the subject.

Additionally, large class sizes were identified as a major discouraging factor, with an overwhelming majority (83.3% strongly agree and 16.6% agree) indicating that it reduces their enthusiasm for teaching PE. This finding reflects the practical challenges of managing physical activities in overcrowded settings, where supervision, safety, and individual learner engagement become difficult to maintain.

Finally, professional development opportunities were found to positively influence teachers’ attitudes, with 80% of respondents either strongly agreeing or agreeing. However, 20% remained neutral, suggesting that access to or awareness of such opportunities may be uneven. This highlights the importance of continuous training and capacity-building initiatives in enhancing teachers’ confidence, skills, and overall disposition towards teaching physical education, the results suggest that teachers’ attitudes towards PE are shaped by a combination of resource availability, administrative support, personal interest, class size, and professional development opportunities. Addressing these factors holistically is essential for fostering positive attitudes and improving the delivery of physical education in private primary schools.

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS OF THE STUDY

5.0 Introduction

This section provides discussion, conclusion and recommendations of the study

5.1 Discussion

This section presents discussion in line with study objectives

5.1.1 Perceptions of private primary school teachers towards the importance of physical education in the school curriculum

The findings in the study indicates that private primary school teachers hold overwhelmingly positive perceptions regarding the importance of physical education (PE) in the school curriculum, this study results were also in line with Morgan, (2008) who asserts that During the Dark Age, the scholasticism believes the key to successful life was the development of the mental or intellectual powers. These beliefs presented a challenge to physical activities since it was not allowed to be one of the subjects in the curriculum.   During the period of Renaissance, scholars believed that PE has an impact to their bodies and soul that was inspirable and endurable.

The study results further assert that respondents acknowledged that physical education contributes significantly to the overall development of learners, highlighting its recognized role in promoting physical, social, and emotional well-being, this view was also further inline Siedentop, (2009) who asserts that in the modern era, PE is viewed from the broader perspective, For instance, the International Charter on PE Sports (2018) pointed out that PE and Sports was essential elements of life education in the overall education system, therefore, PE is considered as a fundamental human right to which access must be made universal.

The study results indicate that a large proportion of teachers supported the need for schools to allocate adequate time for PE lessons this is also in line with Bennet, Howell, Simri, (2024) who asserts that Based on the above premise, PE was first made an essential part of education in the ancient Greece in the late eighteenth century; Germany accorded PE and games on the curriculum.

In addition, most teachers agreed  that they should actively encourage student participation in PE activities, though 20% remained neutral, indicating a potential gap in motivation or institutional support overall the results demonstrate a strong appreciation of the value of physical education among private primary school teachers, although minor reservations suggest the need for increased advocacy, policy support, and resource allocation to fully integrate PE into the school curriculum.

5.1.2 To assess the level of teacher preparedness and competence in delivering physical education instruction in private primary schools.

The results presented indicates that there was generally high level of teacher preparedness and competence in delivering physical education (PE) instruction in private primary schools. The findings show that all respondents expressed confidence in their ability to plan and deliver effective PE lessons, this was also further supported by Amorim, & Ribeiro-Silva, (2025) who asserted that teacher preparedness and competence are fundamental components in the effective delivery of Physical Education (PE) in schools. Globally, numerous studies emphasize that the quality of PE instruction is directly influenced by the knowledge, skills, and attitudes of the teachers assigned to deliver it.

The study results further indicate that a substantial majority of respondents indicated that they have received sufficient training in physical education teaching methods. This reflects a strong foundation in pedagogical approaches specific to PE, which likely contributes to their confidence in lesson delivery this was also in line with Yıldızer, & Munusturlar, (2022) who asserts that PE is often undervalued in the school curriculum, resulting in limited investment in the training and recruitment of qualified PE teachers,  Many private primary schools in the region prioritize academic subjects that are examinable, thus relegating PE to a lower status, PE lessons are frequently handled by untrained teachers or classroom teachers with limited knowledge and confidence in delivering PE instruction effectively.

The study results indicate that rregarding assessment competence, most teachers felt they possess the necessary skills to assess and evaluate learners’ performance in PE this study results further suggested that while overall competence is high, there may be minor gaps in assessment literacy that could benefit from targeted professional development, this view was also further in line with Yan et al., (2024), who asserts that PE facilities were constructed in schools to serve dual purpose. PE facilities in schools are used by both the school and the community for sports. Availability of PE facilities in the schools or within the reach of the school will determine whether the school will actively teach PE and practice Co-curricular sports.

The study results further teachers demonstrated a strong sense of preparedness in handling safety and health issues during PE activities, this is particularly important given the practical and physical nature of PE, where student safety is paramount, the findings suggest that teachers in private primary schools are well-prepared and competent in delivering physical education instruction. Nevertheless, the presence of a small neutral response in assessment skills highlights the need for continuous professional development, particularly in learner evaluation techniques, to further strengthen instructional effectiveness in physical education.

5.1.3 Factors influencing teachers’ attitudes towards the teaching of physical education in private primary schools.

The findings in the study indicates that there are several key factors influencing teachers’ attitudes towards the teaching of physical education (PE) in private primary schools, revealing both institutional and personal determinants. One of the prominent factors is the availability of teaching resources and equipment, Cothran, Kulinna & Garn, (2010) who asserts that One of the key factors influencing teachers’ attitudes is their professional training and qualifications in physical education. Studies have shown that teachers with formal training in PE tend to have more positive attitudes towards the subject compared to those who lack such training, this is largely because trained teachers feel more competent and confident in delivering PE lessons. In contrast, untrained teachers may feel inadequately prepared, leading to negative perceptions and low motivation to teach PE.

Support from school administration emerged as a critical determinant, with all respondents affirming its influence on their willingness to teach PE, this indicates that institutional backing, including provision of materials, time allocation, and encouragement, significantly enhances teachers’ motivation and commitment to delivering PE lessons. It further suggests that administrative policies and leadership play a vital role in promoting the status of physical education within the school curriculum. This was also further in agreement with Lundvall, (2015) who asserts that Effective PE delivery entails PE educators working towards presenting a comprehensive PE learning opportunity that, together with appropriate instruction, promotes quality theoretical and practical movement knowledge and skills.

Personal interest and enjoyment in physical activities were also identified as influential, Nevertheless, a small proportion of respondents expressed neutrality indicating that not all teachers are intrinsically motivated towards PE. This variation suggests that teachers’ personal attitudes and experiences with physical activity can directly impact their enthusiasm and effectiveness in teaching the subject who asserts that Norris et al., (2017), argued that it is essential for teachers to know their role and to be able to justify the importance of PE and why it exists on the school curriculum, besides the fact that it was compulsory. Amongst other responsibilities, educators are responsible for ensuring PE delivery through effective teaching, fair resource allocation, impartial time allocation, authentic assessment and continuous professional development for effective interpersonal interactions and knowledge construction in schools.

large class sizes were identified as a major discouraging factor, with an overwhelming majority indicating that it reduces their enthusiasm for teaching PE. This finding reflects the practical challenges of managing physical activities in overcrowded settings, where supervision, safety, and individual learner engagement become difficult to maintain.

Professional development opportunities were found to positively influence teachers’ attitudes, with, This highlights the importance of continuous training and capacity-building initiatives in enhancing teachers’ confidence, skills, and overall disposition towards teaching physical education, the results suggest that teachers’ attitudes towards PE are shaped by a combination of resource availability, administrative support, personal interest, class size, and professional development opportunities. Addressing these factors holistically is essential for fostering positive attitudes and improving the delivery of physical education in private primary schools.

5.2 Conclusion of the study

The study concludes that private primary school teachers demonstrate overwhelmingly positive perceptions towards the importance of physical education (PE) in the school curriculum. The findings reveal a strong consensus among teachers that PE is not only an essential component of education but also plays a critical role in the holistic development of learners, including their physical, social, emotional, and cognitive well-being. These results are consistent with earlier scholarly perspectives, which trace the evolution of physical education from being undervalued during the Dark Ages to becoming a recognized and integral part of education in the modern era. the study establishes that teachers acknowledge the significant contribution of PE to learners’ overall development and academic performance, reinforcing its relevance in contemporary education systems. The support for allocating adequate time to PE lessons reflects teachers’ recognition of its importance, aligning with historical and modern educational reforms that advocate for the inclusion of physical activities in school curricula, the study highlights that most teachers are willing to encourage student participation in physical education activities, although a small proportion of neutral responses suggests the existence of minor gaps in motivation or institutional support.

The findings reveal that most teachers feel competent in assessing and evaluating learners’ performance in PE. However, the presence of a small proportion of neutral responses points to minor gaps in assessment literacy, indicating the need for targeted professional development in evaluation techniques while overall competence is high, continuous capacity building remains essential to enhance instructional quality, an important aspect given the physical and practical nature of the subject more to that preparedness contributes to creating a safe and supportive learning environment for learners, the study affirms that private primary school teachers are generally well-prepared and competent in delivering physical education. Nonetheless, it recommends sustained investment in professional development, particularly in assessment practices, as well as continued support for PE programs to ensure consistent and effective implementation in schools.

The study concludes that teachers’ attitudes towards teaching physical education (PE) in private primary schools are shaped by a combination of institutional and personal factors, including the availability of resources, administrative support, personal interest, class size, and professional development opportunities. Adequate teaching materials and strong school leadership significantly enhance teachers’ motivation and commitment, while personal interest in physical activities also influences their enthusiasm for delivering PE. Conversely, large class sizes pose challenges that negatively affect teachers’ attitudes. The study further highlights the importance of continuous professional development in improving teachers’ competence and disposition towards PE. Overall, addressing these factors collectively is essential for promoting positive attitudes and ensuring effective implementation of physical education in schools.

5.3 Recommendations of the study

School administrators and policymakers should ensure the provision of adequate teaching and learning resources, including sports equipment and facilities, to support effective delivery of PE. Availability of such resources will not only improve instructional quality but also strengthen teachers’ motivation and positive attitudes towards the subject, there is a need to allocate sufficient time for physical education within the school timetable. Given the recognized importance of PE in promoting learners’ holistic development and academic performance, schools should treat it as a core subject rather than a supplementary activity.

Continuous professional development programs should be prioritized, particularly in areas of assessment and evaluation in PE. Although teachers demonstrated high levels of competence, targeted training will help address minor gaps in assessment literacy and further enhance instructional effectiveness, school management should provide strong institutional support through supervision, encouragement, and clear policy guidelines that promote the status of PE in the curriculum. Supportive leadership will reinforce teachers’ commitment and willingness to actively engage learners in physical activities.

Efforts should be made to manage class sizes or adopt appropriate teaching strategies that can accommodate large groups during PE lessons. This will help address challenges related to safety, supervision, and learner engagement, initiatives that foster teachers’ personal interest and involvement in physical activities should be encouraged, such as workshops, sports events, and collaborative programs. Enhancing teachers’ intrinsic motivation will positively influence their attitudes and effectiveness in delivering PE.

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Appendix I : Work Plan (Time Frame)

QUESTIONNAIRE

Dear Respondent,

Section A:    Back ground information of the respondent

Please tick the most appropriate answer in the corresponding box

1. Gender: a) Male                   b) Female    

2. Age: a) 20-30 years                 b) 31-40 years                c) 41+ years and above

3.What is your highest level of education?

1. a) c) Certificate d) Diploma Level   e)   Degree Level              f) Master’s Degree            g) Post Graduate Diploma

Section B: 

Please, use the scale below to answer the questions that follow by ticking the number that corresponds to your opinion.

1. To examine the perceptions of private primary school teachers towards the importance of physical education in the school curriculum.

II: To assess the level of teacher preparedness and competence in delivering physical education instruction in private primary schools.

III: To identify the factors influencing teachers’ attitudes towards the teaching of physical education in private primary schools.

INTERVIEW

How do you perceive the role of physical education in the overall development of learners?

In your opinion, how important is physical education compared to other subjects in the school curriculum?

Can you describe any benefits you have observed in students who actively participate in physical education activities?

How confident do you feel in planning and delivering physical education lessons?

What kind of training or professional development have you received to teach physical education effectively?

Can you describe any challenges you face in implementing physical education lessons in your school?

What factors motivate or discourage you from teaching physical education in your school?

How do school resources, facilities, and support affect your attitude towards teaching physical education?

To what extent do student interest, parental support, or curriculum requirements influence your approach to teaching physical education?