Influences, reactions, and outcomes: A study of physical and health education as an educational subculture

grantor: University of TorontoSecondary school physical and health education contributes to a multifaceted philosophy and style of education by providing recognized sources of learning, physical activity, and athletic competition for students. However, the magnitude and importance of the program seems elevated when compared to the low curricular weighting conferred on it by the Ministry of Education and Training. Still, physical education teachers demonstrate occupational stability, maintaining conviction in their program goals and outcomes, while steadfastly holding on to their educational and occupational structures, values, and norms. This study examines the role of cultural strength which often overrides or negates external influences and reinforces current and internally accepted methods of behaviour and decision-making. Organizational culture, as a conceptual and analytical tool, guides the investigation and sets the stage for three areas of investigation. First, the means by which organizations perpetuate coercive mechanisms (internal integration) that direct members' acceptance of values, norms, and behaviour is highly relevant. Identification as to why and how group members deal with external adaptation as they perform their duties is also essential. Finally, and in keeping with the concept of organizational culture, such research seeks ways of assessing and improving organizational productivity. Three research questions examined critical factors. First, dominant external influences, which either motivate or regulate site school physical educators, are exposed through interviews with relevant personnel within a single board. Secondly, reactions, in the form of professional and planning responses, of two secondary school physical education departments are examined. Finally, program outcomes are determined and evaluated. Although site school physical educators demonstrate differentiation from other school and educational cultures, they are also integrated with these other program cultures. Related loyalties, brought on by pervasive and powerful enculteration mechanisms, suggest that physical educators have stable and consistent attitudes, values, and norms that cause them to reinforce established programs. Consequently, many external influences are either negated or ignored. While methodical change is noted, program stability is a priority. Influences which strongly effect physical educators' behaviour and program selection are: their culture's values and norms, the values and norms of other closely aligned school and board cultures, Ministry policies which support academic credibility, perceived student needs, and student participation rates. Findings are relevant to faculties of education, educational administrators and to physical and health educators who wish to effect change within schools.Ed.D