Analysis of teachers’ perception on examinations in physical education: A case of selected secondary schools in Chipata District
David Charles Zimba, Jacob Manda
This article is an extract of one of the objectives to the study that investigated teachers’ perception on the introduction of examinations in secondary school physical education and sport in Chipata district. The study objectives were to establish the current status of physical education and sport in the advent of examinations in secondary schools, to determine the challenges of implementing Physical Education and Sport with the introduction of examinations and suggesting coping strategies to the challenges. Sample size was sixty. Three Head teachers, three Deputy Head teachers, three Expressive Arts Heads of Departments and three Guidance and Counselling teachers purposively selected. Eighteen subject teachers and thirty pupils selected through simple random sampling. Data was collected using semi-structured questionnaires and an observation schedule. One questionnaire was used to collect data from administrators and teachers while another gathered data from the pupils. An observation schedule was used to collect data which seemed difficult to collect through semi-structured questionnaires. Qualitative data was analyzed and presented thematically, while quantitative data was analyzed through Social Package for Social Sciences (SPSS) and was presented in form of tables and figures. The findings of the study were that teachers of physical education held positive perceptions on the introduction of examinations in secondary school physical education and sport. However, most administrators, teachers of other subjects, parents and pupils held negative attitudes towards examinations in secondary school physical education and sport. Numerous challenges to the successful implementation of examinations in secondary school physical education and sport were also revealed. They included: some teachers of physical education and Sport preferring to teach other subjects other than physical education and Sport, little support from administrators especially those specialized in other subjects, lack of teachers of physical education and sport, teachers’ limited knowledge of the subject, lack of sports equipment and infrastructure and cultural beliefs. The study suggested the following coping strategies and measures; Continuing Professional Development (CPD) meetings, increased administration and financial support, provision of sports equipment and infrastructure, sensitization on the importance of physical education and sport to the administration, teachers, parents and pupils, clarifying on the provisions of the revised curriculum on the introduction of examinations in physical education, deployment of enough teachers of physical education and sport and teacher motivation.