A Study On The Role Expectations Of Primary And Secondary School Physical Education Teachers In The New Era

The 19 th CPC National Congress for the first time included physical education as a key issue to be addressed and developed in our country in the report of the Party Congress,which heralded the arrival of a new wave of school physical education reform.As the actual implementers of school physical education,physical education teachers’ perceptions and practices of their roles have become the core basis for evaluating the results of school physical education reform.Therefore,this paper uses sociological role theory as the theoretical basis to study the composition of PE teachers’ role expectations in the new era,the differences between groups’ expectations of PE teachers and the reasons for their formation,and to provide solutions to promote the unification of PE teachers’ role practices and role expectations.In this study,an open-ended questionnaire was used to collect the role expectations of physical education teachers from various groups;subsequently,it was allowed to supplement them with the essential analysis of the policy texts from the19 th to 20 th CPC National Congress(2017-2022),and a total of 43 sub-items of physical education teachers’ role expectations in four dimensions were derived,which was used as a reference for questionnaire and interview outline design.After the formation of the questionnaire,the preliminary questionnaire was distributed for item analysis and reliability testing to verify the scientificity and validity of the questionnaire,and then modified and adjusted to form a formal questionnaire with 36 subitems in four dimensions.After analyzing the data of the formal questionnaire and organizing the interview materials,the following conclusions were drawn.1.the expectations of the ideal role of physical education teachers in the policy are expressed as: the quality expectations of all-round development,the selfless sage image and the professional image expectations of being a teacher,the social responsibility and the obligation expectations of educating students’ personality and body,the personal behavior of strict discipline and the teacher-student interaction behavior expectations of meeting students’ needs.2.Within each group,there are expectations of what physical education teachers"should be able to do," "what they should do," "how they should do it," and "what role models they should set.There was a large consensus within the same group regarding"what physical education teachers should be able to do," "how they should do it," and"what kind of role models they should set," showing both conflict and agreement.3.There were significant differences among the three groups of parents,physical education teachers themselves,and students in their expectations of the role of physical education teachers based on their own experiences and interests,with parents having the highest expectations,physical education teachers themselves having the second highest expectations,and students having the lowest expectations.Through the combing of questionnaires and interviews,the reasons for the conflicting role expectations of physical education teachers were analyzed as follows:The dissemination and implementation of policy reforms affect the level of expectations among different groups;The training model of physical education teachers in China;The difficulties of carrying out school sports with the normalization of the epidemic,and the realistic factors of the lagging development of school sports in the past affect the self-role expectations of physical education teachers;The traditional "obedient" teaching model makes the teacher-student interaction in physical education classrooms inefficient,which affects the role expectations of physical education teachers.Finally,in view of the current situation of PE teachers’ role expectations,suggestions were made in three aspects: broadening the information access channels to enhance the clarity of PE teachers’ roles;promoting role practice to narrow the expectation gap;and collaborating role expectations to reduce the role gap.