Physical Education Teachers as Homeroom Teachers: Professional Identity, Perceptions, and Implementations
DOI:
https://doi.org/10.69665/iss.v47i2.47Keywords:
homeroom teacher, teacher preparation, physical education teacher education, educational attitudeAbstract
This study examined the perceptions of Physical Education (PE) teachers who are also homeroom teachers regarding their professional identity and methods for transforming perceptions into actions. A mixed methods design was employed. 128 PE teachers working as homeroom teachers completed a questionnaire examining perceptions of their professional identity and tasks as homeroom advisers. For the qualitative phase, four focus groups of PE teachers identified as homeroom teachers (n = 28) were interviewed to gain deeper insight into the results. Quantitative findings showed that once PE teachers became homeroom teachers, they developed a strong dual-role identity as teachers, in addition to their professional teacher identity. They extended the scope of educational values and became more holistically oriented in their attitude. Conversely, the qualitative results revealed that they could more clearly see the student's worldview beyond the physical aspects of sport and movement. They were empathetic towards the students and more oriented towards creating a positive climate with social acceptance. In their view, a deeper understanding of the complexities of student life enhances student-teacher communication and increases the likelihood of achieving educational goals. They also became an integral part of the staff, affecting their centrality and sustainability in the school. The discussion elaborates on how PE teacher education programs should integrate specific preparation for becoming a homeroom teacher within their curriculum. Such preparation would equip them with tools to cope with the conflicts, dilemmas, and difficulties they will encounter.
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