Physical Education Teachers’ Attitude, Skills, and Experiences in Promoting Inclusivity During Covid-19 Pandemic
- Author Allan F. Antalan
- Co-Author Mark Christian I. Siwa
- DOI https://ww
- Country : Philippines
- Subject : Physical Education
Keywords : Physical Education, Inclusivity, Remote Learning, COVID-19 Pandemic.
Abstract
The rapid transition to remote learning during the COVID-19 pandemic necessitated an evaluation of physical education (PE) teachers' attitudes, skills, and classroom practices. This assessment aimed to gauge their ability to promote inclusivity in PE classes across various modalities, ensuring educational resilience amidst disruptions caused not only by a global health emergency but also by diverse factors such as learners' health conditions, disabilities, conflicts, and family mobility.
Data were gathered through structured questionnaires and unstructured interviews conducted in the largest high schools across the five school divisions of Nueva Ecija province. Eligible participants had a minimum of three years’ teaching experience. The questionnaire explored teacher profiles and their attitudes, skills, and practices in promoting inclusivity, while the interview-guided questionnaire delved deeper into the challenges faced by PE teachers during the pandemic.
Most surveyed PE teachers were female, aged 31-40, with over half holding a master's degree. Many held tenured positions beyond entry level, with 6-10 years of teaching experience. They managed standard teaching loads and had limited involvement in non-teaching assignments. During the pandemic, these teachers used blended and print modular instruction but lacked formal training in remote learning and inclusive education.
The teachers held positive attitudes toward adopting inclusivity in their physical education classes and self-reported implementing inclusive practices. However, they recognized a gap in their skill level to fully implement the principles of inclusivity. Only age was found to be significantly related to the attitude of respondents where younger teachers are more receptive to embracing inclusive education. Non-teaching assignments were found to be significantly related to the inclusive practices of the respondents with the reduction of these duties in remote setup.
Reported challenges faced by these teachers during the pandemic included unpreparedness in teaching PE via online methods, limited technological skills, academic integrity concerns, and students' technological limitations.
The abovementioned findings underscored the importance of tailored seminars, resource access, community support, and collaborative efforts with parents and external organizations in fostering inclusive education during remote teaching.
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