An assessment of the impact of teachers' attitudes on students' interest in physical education in Lokoja Local Government Area, Kogi State
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Background of the Study
Teachers’ attitudes toward physical education significantly influence students’ interest and engagement in the subject. In Lokoja Local Government Area, the role of educators extends beyond instructional delivery to encompass motivational and attitudinal dimensions that affect student participation. Positive teacher attitudes, characterized by enthusiasm, support, and proactive engagement, have been shown to foster a more encouraging environment, leading to increased student interest and better performance in physical education (Chukwu, 2023). Conversely, negative attitudes or indifference among teachers can dampen students’ enthusiasm and hinder their overall engagement in physical activities (Okafor, 2024).
Recent studies have underscored the importance of teacher influence in shaping students’ perceptions of physical education. In Lokoja, the integration of innovative teaching methodologies, continuous professional development, and supportive school policies have been instrumental in promoting a positive outlook toward the subject. However, disparities still exist due to variations in teacher training, personal beliefs, and institutional support (Adeniran, 2025). The impact of these attitudes is not limited to physical fitness alone; it also affects the development of essential life skills such as teamwork, discipline, and resilience. Thus, understanding teachers’ attitudes becomes imperative for the holistic development of students.
Moreover, educators serve as role models whose attitudes toward physical education can either inspire or dissuade student participation. The interaction between teacher attitudes and student engagement is complex, influenced by both individual teacher characteristics and the broader school environment. Enhanced teacher commitment and positive reinforcement strategies have been linked to increased student interest in physical education, as well as improved academic performance and social behavior (Chukwu, 2023). Despite these positive trends, challenges such as inadequate training, low motivation, and insufficient recognition of physical education’s importance persist in many schools in Lokoja (Okafor, 2024). This study seeks to evaluate the extent of these challenges and explore the relationship between teachers' attitudes and student interest in physical education, thereby providing insights into strategies that can be adopted to improve the overall quality of physical education in the region (Adeniran, 2025).
Statement of the Problem
In Lokoja Local Government Area, the attitudes of teachers toward physical education present a significant challenge to maximizing student engagement. While some educators demonstrate enthusiasm and a commitment to innovative teaching practices, others exhibit indifference or negativity, which can adversely affect students’ interest in the subject. This disparity has led to inconsistent student participation levels and varying performance outcomes across schools (Chukwu, 2023). A lack of uniformity in teacher training and support has contributed to these challenges, making it difficult to establish a consistent standard for physical education delivery. Moreover, the inadequate recognition of physical education as an essential component of the curriculum has further demotivated teachers, resulting in reduced emphasis on the subject (Okafor, 2024).
The problem is compounded by the absence of structured programs aimed at improving teacher attitudes and professional competencies in physical education. Without ongoing training, mentoring, and incentives, teachers may continue to adopt a passive approach, negatively impacting student interest and participation. Additionally, the prevailing socio-cultural perceptions that undervalue physical education compared to academic subjects further diminish the importance attributed to it by both teachers and students. These issues underscore the need for a comprehensive assessment of teacher attitudes, which can inform policy interventions and professional development programs designed to enhance the teaching and learning environment in physical education (Adeniran, 2025). Addressing these challenges is essential for ensuring that physical education is delivered in a manner that stimulates student interest, fosters a positive learning atmosphere, and ultimately contributes to the holistic development of students in Lokoja (Chukwu, 2023; Okafor, 2024).
Objectives of the Study
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To evaluate the prevailing attitudes of physical education teachers in Lokoja.
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To examine the relationship between teacher attitudes and student interest in physical education.
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To propose strategies for enhancing teacher commitment and student engagement in physical education.
Research Questions
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What are the current attitudes of physical education teachers in Lokoja?
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How do these attitudes influence student interest and participation?
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What interventions can improve teacher attitudes and, consequently, student engagement?
Research Hypotheses
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Positive teacher attitudes are significantly associated with higher levels of student interest in physical education.
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Inadequate teacher training is a major factor contributing to negative attitudes toward physical education.
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Structured professional development programs can enhance teacher attitudes and improve student participation.
Significance of the Study
This study is significant as it examines the critical influence of teacher attitudes on student interest in physical education in Lokoja. Its findings will offer evidence-based recommendations for enhancing teacher training and motivation, thereby promoting greater student engagement and improved learning outcomes. By addressing the identified challenges, the research contributes to the development of more effective teaching strategies and a supportive educational environment, ultimately fostering a positive culture around physical education (Adeniran, 2025).
Scope and Limitations of the Study
The study is limited to secondary schools in Lokoja Local Government Area and focuses exclusively on the impact of teachers’ attitudes on student interest in physical education. It does not cover other subjects or extracurricular activities, and variations in school resources may influence the results.
Definitions of Terms
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Teacher Attitudes: The beliefs, feelings, and predispositions of educators toward the subject they teach.
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Student Interest: The level of engagement, enthusiasm, and active participation exhibited by students in a subject.
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Physical Education: A curriculum component designed to promote physical fitness, motor skills, and overall well‐being through structured activities.
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