An examination of the availability of trained physical education teachers in primary schools in Gombe Local Government Area, Gombe State.
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Background of the Study
The availability of trained physical education teachers is a cornerstone for the successful delivery of quality physical education programs in primary schools. In Gombe Local Government Area, where the promotion of physical fitness and holistic development is increasingly prioritized, the presence of adequately trained educators is critical. Recent investigations have highlighted that trained teachers bring specialized knowledge, effective instructional techniques, and a passion for sports that can transform the physical education experience for young learners (Okafor, 2023). In many schools in Gombe, the role of physical education extends beyond mere physical activity; it encompasses teaching life skills such as teamwork, discipline, and resilience. However, the number of trained physical education teachers remains insufficient in many institutions, leading to challenges in program implementation and a gap in the quality of physical education provided. The situation is compounded by limited opportunities for professional development and continuous training for educators in the field. As a result, many primary schools rely on teachers who may have little formal training in physical education, which can affect both the safety and effectiveness of the programs delivered (Umar, 2024). Studies suggest that schools with a higher proportion of trained physical education teachers tend to exhibit improved student performance, increased participation in sports, and enhanced overall health outcomes (Yakubu, 2025). In the context of Gombe, where educational reforms are gradually shifting towards a more holistic approach, addressing the shortage of qualified physical education teachers is critical. The integration of professional training programs, incentives for specialized education, and partnerships with sports organizations are among the strategies that have been proposed to bridge this gap. This study, therefore, seeks to examine the availability of trained physical education teachers in primary schools in Gombe, investigate the factors contributing to the current shortage, and explore the impact of this shortage on the overall quality of physical education. The research will also consider the experiences and challenges faced by teachers and administrators in sourcing qualified personnel, thereby contributing to broader discussions on educational quality and equity (Okafor, 2023; Umar, 2024; Yakubu, 2025).
Statement of the Problem
Despite the recognized importance of trained physical education teachers in enhancing student learning outcomes, primary schools in Gombe Local Government Area continue to face a critical shortage of such professionals. This scarcity negatively impacts the quality of physical education programs, as many schools are compelled to rely on teachers with minimal or no specialized training in physical education. The problem is further exacerbated by inadequate professional development opportunities and limited institutional support for training initiatives. As a consequence, the delivery of physical education is often compromised, resulting in suboptimal learning environments that may hinder the development of motor skills, teamwork, and overall physical fitness among students. Moreover, the lack of trained educators contributes to safety concerns during physical activities, as untrained staff may be less capable of managing emergencies or adapting lessons to accommodate students with varying abilities. Administrative challenges such as inconsistent recruitment policies and budgetary constraints further restrict the hiring of qualified personnel. This persistent shortage not only affects the immediate quality of physical education but also has long-term implications for the health and well-being of students. Without a sufficient number of trained teachers, schools struggle to implement modern, evidence-based pedagogical approaches, thereby limiting the transformative potential of physical education as a tool for holistic development. To address this gap, it is imperative to understand the underlying factors that deter the recruitment and retention of trained physical education teachers in Gombe. An in-depth examination of these issues is essential for proposing targeted interventions that can improve teacher training, enhance recruitment strategies, and ultimately raise the standard of physical education in the region.
Objectives of the Study
1. To assess the current availability of trained physical education teachers in Gombe primary schools.
2. To identify the factors contributing to the shortage of qualified physical education educators.
3. To recommend strategies to enhance the recruitment and retention of trained teachers.
Research Questions
1. What is the current ratio of trained physical education teachers to students in Gombe primary schools?
2. What factors contribute to the scarcity of qualified physical education teachers?
3. How can recruitment and professional development be improved to address this shortage?
Research Hypotheses
1. Schools with structured professional development programs have a higher proportion of trained physical education teachers.
2. Budgetary constraints significantly impede the recruitment of qualified physical education educators.
3. Improved collaboration with sports organizations enhances the availability of trained teachers.
Significance of the Study
This study is significant as it sheds light on the shortage of trained physical education teachers in Gombe primary schools and its impact on program quality. The findings will guide policymakers and educational administrators in implementing strategies to improve teacher recruitment, training, and retention, ultimately enhancing the delivery of physical education and fostering better health and developmental outcomes for students.
Scope and Limitations of the Study
The study focuses exclusively on the availability of trained physical education teachers in primary schools within Gombe Local Government Area, Gombe State. It investigates the factors affecting teacher recruitment, professional development, and retention without extending to secondary or tertiary institutions or broader national trends.
Definitions of Terms
• Trained Physical Education Teacher: An educator who has received formal training and certification in physical education.
• Professional Development: Ongoing training programs that enhance teachers’ skills and competencies in physical education.
• Recruitment: The process of attracting and hiring qualified educators for physical education programs.
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