Background/Purpose With growing calls for quality and equal education, coeducational system has been adopted to Korean secondary classes/schools. However, few studies examined the extent to which teachers experienced and perceived mixed-sex physical education. Guided by cognitive science/psychology (Doyle, 1977; Winne & Marx, 1982), this study was aimed at investigating middle school teachers' experience and perspectives on coeducational PE classes.
Method Surveys were completed by 151 PE teachers (134 males, 37 females) at 14 urban middle schools (4 boys, 4 girls, 6 mixed). Frequency, t-test, and one-way ANOVA were conducted for analysis ensuring validity and reliability.
Analysis/Results Teachers reported little (59.6%) or some (33.4%) experience of coeducational PE learning and teaching during their secondary school years and pre- or in-service periods, respectively. Although teachers had high-level awareness of coeducation(al system), regardless of gender, age, teaching experience, and school type, they were not in favor of coeducational teaching and student learning implying its difficulties or inappropriateness in PE settings. More specifically, male teaches showed more negative perceptions of success of student achievement than female teachers (t = -3.747, p <. 05) just as older/experienced teachers had more negative perceptions of effectiveness of student performance than younger/inexperienced teachers (F = 4.260, p <. 05).
Conclusions The findings indicate insufficient or lack of teachers' knowledge and skills, suggesting that they be more/better prepared and competent for teaching diverse students in coeducational PE classes. Therefore, we should improve teachers' various experiences and positive viewpoints of coeducational teaching and student learning through teacher education or professional development.