Exploration of Teachers’ Pedagogical Beliefs and its Perceived Influence on Teaching Physical Education in Tanzanian Secondary Schools

Abstract

This study aimed to explore teachers’ pedagogical beliefs and their perceived influence on the teaching of Physical Education in secondary schools in the Dar es Salaam and Ruvuma regions of Tanzania. Data were collected from eight purposively selected physical education teachers through interviews, classroom observations, and document reviews. The findings revealed a dominance of teacher-centred instructional practices, characterized by a preference for lecture-based methods and limited lesson preparation. Although the educational curriculum advocates learner-centred teaching, its implementation remains limited. It was concluded that teachers’ beliefs shape classroom practices. It therefore recommends targeted professional development programs to promote learner-centered teaching approaches.