The Image of a Physical Education Teacher as Seen by School Community

Abstract

The aim of the research was to get to know the image of physical education (PE) teachers as seen by themselves and to compare it with how it is perceived by school community. The study included 148 teachers and 171 final-year students from upper-secondary schools. As a result of purposive sampling and random-purposive sampling, three groups were distinguished. The groups included PE teachers (n=22), teachers of other subjects (n=22) and students (n=22). The data were gathered using ACL-37 (Adjective Check List) developed by G. Gough and A. B. Heilbrun. The findings revealed a number of significant differences between how PE teachers perceive themselves and how they are seen by their students and colleagues (teachers of other subjects). It turned out that PE teachers perceive themselves in a more positive manner than the other groups.

Inside Out: A Scoping Review on the Physical Education Teacher’s Personality

“…In Zalech and Rutkowska’s (2014) study PETs evaluate themselves more positively than their colleagues (OSTs) or students. OSTs and students describe the PETs as e.g., less patient, less hard-working and less intellectual compared to PETs’ views.…”

“…Sixteen different first authors published the 23 included studies, 15 thereof in the last 5 years. Ten studies could be allocated to the Middle East (including India) (Hosein Razavi et al, 2012; Demir, 2014, 2015a,b,c, 2016; Mantu and Montu, 2014; Arbabisarjou et al, 2016; Hassan et al, 2016; Maryam et al, 2017), eight to Eastern Europe (Brudnik, 2007, 2010; Zalech, 2011a, b; Szczepanski, 2012; Zalech and Rutkowska, 2014; Georgiev, 2016; Makhmutova et al, 2017), four to Western/Northern Europe (Brandl-Bredenbeck, 2006; Voll, 2006; Lauritsalo et al, 2015; Senn et al, 2017) and one to North America (García-Villanueva et al, 2017). All studies followed a cross-sectional study design.…”

“…The eleven studies in this category examine OSTs and students as members of the school community. The category can be divided into three thematically coherent groups: (1) Studies generally describing the PET’s personality ; (2) Studies obtaining attitudes of/opinions toward PET’s personality; (3) Studies describing “the ideal PET.” Three studies each can be assigned to group (1) (Zalech and Rutkowska, 2014; Lauritsalo et al, 2015; Senn et al, 2017) and (3) (Voll, 2006; Zalech, 2011a, b). Five studies belong to group (2) (Brandl-Bredenbeck, 2006; Szczepanski, 2012; Demir, 2015c, 2016; Georgiev, 2016).…”

“…In group (1), Zalech and Rutkowska (2014) compare the image of the PET from the PET’s own perspective with students’ and colleagues’ descriptions. Senn et al (2017) are interested in the relationship of PET’s personality characteristics with students’ motivation in PE, solely considering the students’ view.…”

“…Lauritsalo et al (2015) do not mention the PET’s personality in their aim but as an outcome factor – together with the PET’s behavior. Lauritsalo et al (2015) and Senn et al (2017) closely associate PET’s personality with behavior whereas Zalech and Rutkowska (2014) follow a trait psychological approach. In group (2) Brandl-Bredenbeck (2006), Demir (2015c, 2016), and Georgiev (2016) aim at obtaining the students’ attitudes toward their PETs.…”