Physical education in Tanzanian primary schools: examination of teachers' motivation from self-determination perspectives.

This study examined Physical Education (PE) teachers' motivation using self- determination theory. In particular, the study examined the relationship between PE teachers' innate psychological needs and their, personal, professional and environmental factors plus their type of motivation. A descriptive survey design with a quantitative approach was employed. A simple random sampling was used to obtain primary schools (N - 36) in which teachers, who were teaching PE (N: 247) purposively responded to a questionnaire. Multiple regressions and canonical correlations were applied in analysing the obtained information. Results indicated that teachers higher in perceived innate psychological needs also had higher intrinsic motivation, higher identified regulation and lower external regulation and a motivation. This implied that despite the marginal status of PE schools and society, teachers are motivated to teach the subject. Environmental factors such as the quality of equipment and facility appeared as important factors to teachers' competence and autonomy. The study concludes that teachers' types of motivation relate to their innate psychological needs, confirming what the self-determination theory suggests. Professional and Environmental factors have some impacts to the innate psychological needs; personal factors as a set have no relationship with PE teachers' innate psychological needs. The study recommends measures to enhance the motivation of PE teachers though improving facilities, equipment and provision of relevant PE readings.