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Middle school principals' perception...

Stringer, Amy Jo.

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Middle school principals' perceptions of physical education and their influence on physical education programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Middle school principals' perceptions of physical education and their influence on physical education programs./
Author:	Stringer, Amy Jo.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2004,
Description:	213 p.
Notes:	Source: Dissertations Abstracts International, Volume: 67-01, Section: A.
Contained By:	Dissertations Abstracts International67-01A.
Subject:	Physical education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3165797
ISBN:	9780542010538

Middle school principals' perceptions of physical education and their influence on physical education programs.
Stringer, Amy Jo.

Middle school principals' perceptions of physical education and their influence on physical education programs. - Ann Arbor : ProQuest Dissertations & Theses, 2004 - 213 p.

Source: Dissertations Abstracts International, Volume: 67-01, Section: A.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2004.

This item must not be sold to any third party vendors.

This case study using grounded theory methodology examined middle school principals' influence on physical education programs. Principal participants expressed an awareness of the declining health of U.S. school-aged children and ranked physical education as the third most important subject offered in the middle school. However, interpretative analysis of interview data suggests that the ranking exercise was complicated by principal's confusion of physical education with physical fitness and athletics. Findings suggest that these middle school principals have a limited knowledge of physical education and the physical education curriculum. Principal licensure requirements omitting physical education, administrative acceptance of the tradition of "roll out the ball" physical education teachers, and accountability testing in math and English have all contributed to physical educators' perception of a lack of meaningful administrative attention to physical education. Accounts of an "Athletic Apologetic" where principals ignore poor physical education teaching practice in return for valuable contributions to athletics were pervasive throughout the study. Physical educator data supports the perception of limited principal knowledge of the discipline of physical education as well as the curriculum, and desired student outcomes. Physical educators related their experiences with principals who significantly influenced their physical education teaching context including workplace conditions and personnel decisions in a negative way due to limited knowledge, devaluing physical education, and confusion with other areas. Overall, findings reveal a complicated public school system that does not intentionally support quality physical education practice. Although principals are located within this institutional hierarchy and are positioned over physical education programs, meaningful administration of physical education is often not rewarded nor required. Principals may make decisions without regard to the physical education program, leaving the quality of the teacher or the program to chance. The quality of current physical education teacher practice seems primarily dependent upon the teacher's own standards.

ISBN: 9780542010538Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Athletics

Middle school principals' perceptions of physical education and their influence on physical education programs.
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500 $a Source: Dissertations Abstracts International, Volume: 67-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Martinek, Thomas J.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This case study using grounded theory methodology examined middle school principals' influence on physical education programs. Principal participants expressed an awareness of the declining health of U.S. school-aged children and ranked physical education as the third most important subject offered in the middle school. However, interpretative analysis of interview data suggests that the ranking exercise was complicated by principal's confusion of physical education with physical fitness and athletics. Findings suggest that these middle school principals have a limited knowledge of physical education and the physical education curriculum. Principal licensure requirements omitting physical education, administrative acceptance of the tradition of "roll out the ball" physical education teachers, and accountability testing in math and English have all contributed to physical educators' perception of a lack of meaningful administrative attention to physical education. Accounts of an "Athletic Apologetic" where principals ignore poor physical education teaching practice in return for valuable contributions to athletics were pervasive throughout the study. Physical educator data supports the perception of limited principal knowledge of the discipline of physical education as well as the curriculum, and desired student outcomes. Physical educators related their experiences with principals who significantly influenced their physical education teaching context including workplace conditions and personnel decisions in a negative way due to limited knowledge, devaluing physical education, and confusion with other areas. Overall, findings reveal a complicated public school system that does not intentionally support quality physical education practice. Although principals are located within this institutional hierarchy and are positioned over physical education programs, meaningful administration of physical education is often not rewarded nor required. Principals may make decisions without regard to the physical education program, leaving the quality of the teacher or the program to chance. The quality of current physical education teacher practice seems primarily dependent upon the teacher's own standards.
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