School Based In-Service Training of PE Teachers

This study examines PE teachers' patterns of in-service training compared to those of other teachers, their level of satisfaction from school based in-service training and their perceptions of its contribution to their work in school and professional development. A sample of 5888 teachers from a stratified sample of primary and secondary schools in Israel was studied. An examination of the training patterns of various groups of teachers showed that PE teachers generally participate less than other groups in in-service training. Those who do participate, choose out of school training programmes more than other teachers do. In a series of regression analyses, personal-occupational background variables, training patterns (in and out of school compared to school based training only), and type of activities performed in the training programme did not explain teacher satisfaction from the programme, and teaching PE did not have an effect on satisfaction. However, satisfaction from the programme had a sizable effect on teachers' attitudes towards the potential contribution of the training to their future work and professional development. PE teaching has a small significant negative effect on perceptions: Although PE teachers show the same level of satisfaction from school based in-service programmes as other teachers, their perceptions of the potential contribution of the programmes to their professional development are less positive. These findings suggest that school based in-service programmes do not necessarily provide answers to the specific needs of different groups of teachers. It is recommended that policy makers in the educational system consider these needs more carefully.