Qualifications and Experience Patterns of Physical Education Teachers for Learners with Visual Disability

Abstract

Purpose: The learners, the classroom environment and the teachers serve as essential pillars in the learning process, including the teaching of physical education (PE) to students with visual disabilities. This study aimed to examine the qualifications and experiences of PE teachers working with visually impaired learners. The primary objective was to determine the teachers' qualifications and professional experience in this specialized field.

Methodology: A descriptive research design was adopted, involving a target population of 10 head teachers from schools catering to learners with disabilities and 45 PE teachers. Data collection was conducted using two instruments: an interview schedule for head teachers and a self-administered questionnaire for teachers. The study provides a comprehensive analysis of the factors affecting the quality of physical education for learners with visual disabilities in primary schools.

Findings: The study revealed that nearly two-thirds (61.76%) of physical education teachers for these learners are female, with males comprising 38.24%, which is noteworthy considering males are generally more involved in physical activities in Kenya. The study highlights that all teachers have qualifications above the minimum P-1 certificate level set by the Teacher Service Commission (TSC), with 56% holding a diploma, 38% a degree, and nearly 6% a postgraduate qualification. Additionally, all teachers are trained in special education, with 55.88% having a diploma, 38.24% an undergraduate degree, and 5.88% a postgraduate degree in special education, underscoring the importance of specialized training. Over 85% of these teachers have more than 16 years of experience, emphasizing the significance of experience in delivering quality education. The study suggests a higher representation of women in teaching roles at the primary level due to their nurturing nature, benefiting young children. It also underscores the crucial role of teacher training in building confidence and effective teaching, with qualifications and experience significantly impacting the quality of education provided.

Unique Contribution to Theory, Practice and Policy: The study concludes that the TSC recruits qualified, experienced, and self-driven teachers, ensuring a fundamental infrastructure for delivering quality physical education to visually impaired learners. However, it calls for further studies to explore teaching practices, instructional resources, and institutional support to enhance the overall learning environment. Overall, the research highlights the importance of specialized training and support for teachers in providing effective physical education to visually impaired students, echoing the findings of previous studies.