Exploring Principals’ Physical Education Perceptions and Views from Elementary and Middle Schools of Shanghai
Bibliographic record
Abstract
This study examined the status of principals’ physical education (PE) perceptions, the differences between genderand school-levels of these principals’ PE perceptions; and what they have to say about the opportunities, challengesand solutions on their school PE. Participants were 92 principals (37 Males, 55 Females) from 12 different schooldistricts of Shanghai. The Adapt Principal Perception on PE Questionnaire Chinese Version (APPPEQC.V.) was employedfor data collection; this questionnaire consists of sixteen items with a 5-points Likert like scale. Key data analysestechnich technique was a 2 x 2 (Gender x School-levels) multivariate analysis of variance (MANOVA). Findingsincluded: The principals’ PE perceptions appear to be very positive evident by scored high on the APPPEQC.V. E.g.Item 5, “Without PE in our school curricula, our students will not be fully developed”; Item 11, “Once PE and dailyPA are valued and supported, children will gradually form their active and healthy lifestyle”. The MANOVAdiscovered that: no significant difference in the ‘Gender’ factor; however, significant differences were found in the‘School-levels’ factor: Elementary-school principals scored higher than middle-school principals in 5 items; e.g. Item3, “PE is an academic discipline and just as important as English, Math and Sciences to our students”. Whileprincipals at middle-school scored higher than those of the elementary-school in other 5 items; e.g. Items 14, “Safeenvironment, necessary facilities and equipment is the key for kids to . . .” The challenges, opportunities andsolutions in their school PE do existed and were analyzed and discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".