An assessment of teachers' attitudes towards implementing sport education in primary schools in Fufore Local Government Area, Adamawa State.
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Background of the Study
Teachers’ attitudes towards sport education are a critical determinant of the successful implementation of physical activity programs in primary schools. In Fufore Local Government Area, Adamawa State, the commitment of teachers to sport education has profound implications for student learning and overall well-being. Research has demonstrated that positive teacher attitudes not only enhance the delivery of sport education but also inspire student participation and long-term interest in physical activity (Ibrahim, 2023). In Fufore, where educational challenges intersect with limited resources and infrastructural deficits, understanding teachers’ perspectives is crucial. Many educators acknowledge the benefits of sport education—ranging from improved motor skills to enhanced social interaction—but face numerous obstacles in translating these benefits into classroom practice. The attitudes of teachers are shaped by a variety of factors, including their training, personal experiences with sports, institutional support, and prevailing cultural norms (Abdullahi, 2024). Recent initiatives by the Ministry of Education have sought to improve teacher capacity through targeted professional development programs, yet the effectiveness of these programs in altering teacher attitudes remains underexplored (Sani, 2025). The current study aims to fill this gap by investigating how primary school teachers in Fufore perceive sport education and by identifying the challenges and opportunities that characterize its implementation. It examines whether teachers’ beliefs align with modern pedagogical approaches and how these beliefs influence their instructional practices. By synthesizing quantitative data with qualitative insights from in-depth interviews, the research seeks to provide a comprehensive understanding of the factors that shape teacher attitudes towards sport education. This study not only highlights the potential benefits of a positive outlook but also explores the impact of systemic challenges such as inadequate resources, time constraints, and limited support from school administration. The insights garnered will contribute to the development of strategies designed to foster a more supportive environment for sport education in primary schools across Fufore, thereby enhancing both teacher performance and student outcomes (Yakubu, 2023).
Statement of the Problem
Despite widespread recognition of the role of sport education in promoting physical and social development, primary schools in Fufore Local Government Area continue to struggle with the effective implementation of such programs. A recurring issue is the ambivalence or even negative attitudes of some teachers towards sport education, which often translates into inadequate classroom practices and suboptimal student engagement (Olawale, 2024). Preliminary investigations reveal that many teachers feel ill-equipped to deliver sport education effectively due to a lack of proper training, resources, and institutional support. This situation is exacerbated by traditional educational priorities that favor academic subjects over physical development. Consequently, students may miss critical opportunities to develop essential life skills such as teamwork, discipline, and resilience. Furthermore, anecdotal evidence suggests that teachers’ personal experiences and preconceived notions about sports can hinder the adoption of innovative, student-centered teaching strategies. The lack of ongoing professional development and mentorship in sport education further compounds these challenges, leaving teachers without the necessary tools to transform their attitudes and practices (Aminu, 2025). Given these issues, it is imperative to systematically assess the factors influencing teacher attitudes in Fufore. The study seeks to identify the specific barriers that prevent the effective implementation of sport education, as well as to explore the potential benefits of targeted professional development programs. Addressing these problems is essential for ensuring that sport education is delivered in a manner that is both engaging and conducive to student development. This research will, therefore, provide valuable insights that can inform policy reforms and the design of teacher training programs, ultimately leading to improved educational outcomes in primary schools (Garba, 2023).
Objectives of the Study
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To assess the attitudes of primary school teachers towards sport education in Fufore.
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To identify the barriers that impede effective implementation of sport education.
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To recommend strategies for improving teacher attitudes and practices in sport education.
Research Questions
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What are the prevailing attitudes of primary school teachers towards sport education?
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Which factors most significantly hinder the effective delivery of sport education?
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How can professional development programs enhance teacher attitudes towards sport education?
Research Hypotheses
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Positive teacher attitudes are significantly associated with effective sport education practices.
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Inadequate training and resources contribute to negative teacher attitudes.
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Enhanced professional development programs will lead to improved teacher attitudes and student engagement.
Significance of the Study
This study is significant as it highlights the critical role of teacher attitudes in the successful implementation of sport education. The insights derived can inform targeted interventions and professional development initiatives that will empower teachers to adopt innovative and student-centered practices. Ultimately, the research aims to improve the overall quality of sport education in primary schools, thereby contributing to the holistic development of students in Fufore Local Government Area (Usman, 2024).
Scope and Limitations of the Study
The study is limited to primary schools in Fufore Local Government Area, Adamawa State, and focuses exclusively on teachers’ attitudes towards the implementation of sport education. The findings are context-specific and may not be applicable to other regions.
Definitions of Terms
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Teacher Attitudes: The beliefs, feelings, and predispositions of teachers regarding the teaching and implementation of a subject.
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Sport Education: A pedagogical model designed to promote sports participation and learning in educational settings.
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Professional Development: Ongoing training and education provided to teachers to enhance their teaching practices.
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