Critical contextual factors of sustainable online teaching: a qualitative study of physical education teachers’ and school administrators’ experiences during COVID-19
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AbstractThe study aimed to explore PE teachers’ and school administrators’ views of contextual facilitators for effective adoption and implementation of online PE during COVID-19. Employing a combined inductive/deductive thematic approach, 16 semi-structured interviews were conducted. The data analysis was underpinned by the Job Characteristics Theory and the Social Ecological Model to summarise the critical contextual factors of sustainable online teaching. Five main themes emerged for different levels of the Social Ecological Model, namely, motivating job potential (intrapersonal); parent live by example (interpersonal); reach out for resources (community); principals as leaders of change (institutional); and from a short-term fix to a long-term solution (policy). The findings suggest that the adoption and effective implementation of online PE teaching during the COVID-19 pandemic is affected not only by the interactions between the social, physical and policy environment, but also the individual motivating factors that may influence teachers’ adaptability to the sudden transition to online learning. A review of teacher training programme and professional development activities is warranted to help prepare and support teachers for the pedagogical shift in PE.
All Author(s) ListChan HS Cecilia, Ha SC Amy
Name of ConferenceThe International Association for Physical Education in Higher Education ( AIESEP) World Congress
Start Date of Conference15/06/2022
End Date of Conference18/06/2022
Place of ConferenceGold Coast
Country/Region of ConferenceAustralia
Year2022
LanguagesEnglish-United Kingdom
