Comparison of Kyambogo and Makerere university physical education teacher training programmes and perceived competence of their physical education teacher graduates

Abstract

Background: The study compared the perceived competence of secondary school Physical Education (PE) teachers who graduated from public intuitions in Uganda -A case of Kyambogo and Makerere University. Methods: the study utilized a mixed research method, analyzed Physical Education Teacher Training (PETT) curriculum documents, and also interviewed university Physical Education teacher trainers. Questionnaire was used to collect data from 52 in-service secondary school PE teachers in three competence areas; instructional planning, presentation and assessment of learning. Content analysis was used to interpret qualitative data. An independent T-test using SPSS was applied on quantitative data to test fir the similarities and differences regarding PETT and Teachers perceived competences. Results: There was no significant differences in PETT in relation to curriculum content and teacher training process between Makerere and Kyambogo (t (10) =0.889, p= 0.395) and the graduate secondary school PE teachers showed no significant difference instructional presentation competencies (t (50) =1.642, p≥0.05). However, there was a significant difference in perceived competence in relation to instructional planning (t (50) =2.305, p≤0.05) and assessment of learning (t (50) =2.678, p≤0.05) among the PE teacher graduates from Kyambogo and Makerere. Secondary school PE teachers from Kyambogo perceived higher levels of instructional planning competencies compared to those from Makerere. Recommendations: Ministry of Education and Sports should regularly have in-service training of PE teachers, both Kyambogo and Makerere university should increase on full time staff to boost PETT units and more research should be done to examine PETT in others institutions in Uganda at different levels and Assess competences of PE teachers at different education levels.