Lived Experiences of Muslim Physical Education Teachers in Teaching Dance

This study delves into the lived experiences of Muslim physical education teachers as they navigate the complexities of teaching dance, a subject often intertwined with cultural and religious nuances. The thesis, “Lived Experiences of Muslim Physical Education Teachers in Teaching Dance,” explores how these educators balance personal beliefs with professional responsibilities. By examining their experiences, this research sheds light on the challenges and triumphs faced by Muslim teachers in this unique educational context. This study explored their lived experiences using a transcendental phenomenological design, with semi-structured interviews conducted among five Muslim teachers. Thematic analysis revealed key aspects of their teaching journey. Findings identified essential themes in their approach, including cultural responsiveness, balancing curriculum with religious and cultural contexts, and fostering inclusivity and innovation. Their fulfillment comes from student success, personal growth, resilience, and the lasting impact of their teaching. However, they also face challenges such as cultural sensitivities, inclusivity concerns, resource limitations, and curriculum adjustments. To overcome these obstacles, they employ adaptive and creative strategies. The study underscores the need for a culturally inclusive dance curriculum that respects diverse beliefs while promoting student development. It highlights the role of teachers in balancing tradition with innovation, engaging communities, and adapting educational practices to enhance personal, academic, and social growth. Muslim PE teachers’ experiences reflect their commitment to inclusive and culturally sensitive teaching while advocating for better support and understanding. It is recommended that future research should focus on comparative case studies, technology integration, and adaptive teacher training to enhance culturally inclusive dance education.