Pre-service teachers' motivation and self-perceived competence to teach physical education in South African schools

Abstract

Physical Education (PE) has undergone several transformations in the South African basic education context, and its benefit to learners remains formidable, promoting, besides others, an active lifestyle for learners. Research has investigated teacher motivation and its influence on teacher engagement and behaviour, there however is a gap and great need in the South African research literature on the
motivation of pre-service teachers, more so on the motivational characteristics of pre-service teachers specialising in Physical Education. As such, this study investigates pre-service teachers’ motivation and self-perceived competence to teach Physical Education in South African schools. This qualitative study was conducted from an interpretivist perspective within the Self-determination Theory (SDT), where SDT undertakes to satisfy the basic psychological needs of autonomy, competence and relatedness for determining motivation. Participants were final-year students specialising in PE at the North-West University, and data was gathered through an online  openended questionnaire, and semi-structured interviews. Findings through the deductive thematic analysis used, revealed five main themes namely: Lecturer support and mentorship, Effects of Physical Education background and previous personal experiences, Anticipated challenges and benefits in schools, Factors influencing motivation and competence, and The Influence of the Physical Education teacher training program on student competence. Participants' feedback was aligned with SDT principles of meeting the needs of relatedness, autonomy, and competence. This study fills a literature gap by exploring, investigating, and examining teacher motivation and self-perceived readinessto teach PE in South African schools. Findings can be used to improve and adapt Physical Education teacher training programs to benefit learners and teachers alike.