The role of the physical education instructional supervisor in Georgia
Jackson, Josephine Arnold
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The purpose of this study was to determine the perceptions of practicing physical education instructional supervisors/coordinators regarding their job role and responsibilities. Participants for this study were six subject specialist district physical education supervisors who supervise instruction for one or two subject(s), which includes physical education. Using the interpretivist, particularly the symbolic interactionist framework (Blumer, 1986; Bogdan & Biklen, 1992), the researcher investigated meanings and understandings that underpin the participants’ views of their roles and responsibilities and how they impact the district’s physical education program. The study was conducted over a seven month span during the spring, summer, and fall of the 2004-2005 academic years. Data were collected through two 90-minute in-depth and semi-structured interviews, fieldnotes, and document artifacts. The interviews were audiotaped and transcribed. Data trustworthiness was established by using triangulation of methods (Guion, 2002; Lincoln & Guba, 1985; Mason, 1970), peer-debriefer (Guba & Lincoln, 1994), and member checks (Rubin & Rubin, 1995). Codes, categories, themes and commonalities from the data and constant comparison guided the data analysis. Findings from the data revealed pertinent information about the roles and responsibilities of the district physical education supervisors as well as aspects that are most and least important. The findings also contributed to the knowledge base regarding the function of the district physical education instructional supervisor and the impact this person has on the school based physical education program and training for future leaders in the physical education profession.
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