An investigation into the views of primary school teachers' on physical education and play classes (A sample case of Kars province)

This study is aimed at exploring primary school teachers' views about Play and Physical Education class. To this end, primary school teachers' perspectives on the planning, implementation and evaluation of Play and Physical Education class as well as their professional self-efficacy were analyzed. This is a descriptive survey model study falling under the quantitative research methodology. Participants of the study consisted of 169 primary school teachers based at schools connected to Kars Provincial Directorate of National Education in 2017-2018 school year. Data were collected through a "Demographic Form" and a 5-point Likert type survey designed to investigate primary school teachers' views about Play and Physical Education class. Participants' responses were analyzed via descriptive statistics (frequency-percentage) with the help of a statistics software, based on the variables of gender and years of seniority. Significance level was set at p≤0,05 during data analysis and implementation. According to the findings of the study, no significant difference was found within planning, implementation, evaluation and professional self-efficacy sub-dimensions with regard to gender variable. However, there was a significant difference in favor of male teachers within grand total sub-dimension. With regard to year of seniority variable, no significant difference was found within planning, evaluation and professional self-efficacy sub-dimensions; on the other hand, there was a significant difference between 5-year or less and 21-year or more seniority year teachers in terms of implementation and grand total sub-dimensions. Based on the findings of the study, pedagogical implications regarding Play and Physical Education class could be listed as overcoming the deficiency of class materials, increasing the number of in-service training programs offered and Physical Education class.