Abstract:
The purpose of the study was to investigate perceived challenges confronting primary school teachers in teaching and learning of physical education in the Volta Region of Ghana. The research design was cross-sectional descriptive survey. Multistage sampling technique yielded 636 participants out of estimated population of 9,165 teachers. Data collection instrument was self structured questionnaire. Findings revealed that fundinghudgetary constraints, quality of facilities, supervision of PE programme, access to équipment, access to supplies and access to professional training in PE were institutional challenges that impeded teaching and learning of PE in the primary schools of Volta Region of Ghana. Findings also revealed that inability to provide safety for children during PE lessons, inability to plan for PE lessons, accountability for other subjects, inadequate training/knowledge in PE, negative attitude to PE and lack of expertise/qualification for teaching PE were teacher-related challenges that hindered effective teaching and learning of PE in the primary schools of Volta Region of Ghana. Findings suggested that high levels of institutional and teacher-related challenges were associated with low levels of frequency of PE lessons and that an increase in the level of pre-service education in PE was associated with a corresponding increase in the frequency at which PE lessons were taught. The study did not find a significant effect of age and gender on teacher-related challenges confronting teaching and learning of PE. It was concluded that institutional and teacher-related challenges were barriers to quality PE in the primary schoolsofVolta Region, Ghana. It was recommended that GES and MoE should prioritise investments in PE teacher preparation, equipment and facilities to minimize the challenges.
