Teachers’ Perceived Barriers to Implementation of Physical Education: Examining the Administration of Physical Education Programme and the Provision of Non-human Resources

This study investigated the perception of Physical Education (PE) teachers on barriers to implementation of PE pro[1]gramme in terms of the administration of PE programme, and the provision of non-human resources. A total of 248 PE[1]major teachers were surveyed using questionnaires which were mailed to schools. The sample consisted of almost 63% male teachers and the majority was under 40 years of age. A 12-item questionnaire was used to assess the administration of the PE programme, and the provision of non-human resources. Results showed that a majority of administrators did not assume PE important; they did not seek consensus in assigning teaching duty, did not discuss teaching and learning factors, and did not organize staff training programme (STP). Older teachers and teachers with 15 years of teaching ex[1]perience or more agreed that administrators discuss their teaching assignment, observe them, and organize STP. Respon[1]dents also perceived inadequacy of facilities, equipment, financial allocation, and reference books in the school PE pro[1]gramme. Male teachers, younger teachers and teachers with less teaching experience concurred the inadequacy of human resources. It is recommended that further research on solving PE human resource problems and PE administration be undertaken. Specifically, greater attention should be given to the needs of younger and junior PE teachers. Ovo istraživanje istraživalo je percepciju nastavnika tjelesne i zdravstvene kulture (TZK) o preprekama u provedbi programa TZK u smislu vođenja programa i pružanja neljudskih resursa. Ukupno je 248 nastavnika TZK ispitano putem upitnika koji su upućeni školama. Uzorak se sastojao od 63% muških učitelja, a većina je bila mlađa od 40 godina. Upitnik od 12 točaka korišten je za procjenu upravljanja programom TZK i pružanja neljudskih resursa. Rezultati su pokazali da većina školskih administratora ne smatra TZK važnim predmetom; nisu tražili konsenzus u dodjeli nastavne dužnosti, nisu raspravljali o faktorima učenja i poučavanja i nisu organizirali program edukacije nastavnika. Stariji učitelji i učitelji s 15 ili više godina iskustva u nastavi kazuju kako školski administratori često raspravljaju o ovom nastavnom predmetu, promatraju ga i organiziraju česte edukacije nastavika. Ispitanici uočavaju neadekvatnost objekata, opreme, financijskih sredstava i priručnika u školskom programu TZK. Muški učitelji, mlađi učitelji i učitelji s manje nastavnog iskustva složili su se s nedos