Examining Primary School Teachers’ Competence And Perceived Effectiveness In Physical Education And Play Instruction

This survey research aims to uncover primary school teachers’ competence and their perceived teaching effectiveness in physical education and play instruction. The sample was conveniently selected and included 430 voluntary teachers employed in public schools in Ankara. We collected the data using a demographic information form, the Self-Efficacy Scale for Primary School Teachers in Teaching Physical Education, and the Teacher Effectiveness Self-Assessment Scale in Physical Education. The findings indicated participants’ competence in physical education and play instruction did not differ significantly by age, educational background, or grade level taught. In contrast, school physical infrastructure was found to significantly affect teacher competence and effectiveness. While theory-based teacher training programs were likely to limit teachers’ practical teaching skills, those planning and implementing structured, consistent lessons tended to report higher levels of effectiveness. In addition, it was found that active participation in physical education classes and sports activities during high school had no significant effect on teachers’ competence and effectiveness. It is observed that the competence and self-efficacy levels of classroom teachers differ significantly according to their competitive sports experience. Teaching effectiveness increased with higher levels of teacher competence. Teachers generally perceived themselves as competent and moderately to highly effective. Overall, enhancing teacher competence, practical experience, and school physical conditions may improve instructional effectiveness in physical education and play classes. However, the reliance on self-assessment measures represents a key limitation of the study.