Exploring the Agency of South Korean Physical Education (PE) Teachers for Inclusion: Focusing on Inclusive PE

Background Teachers’ agency determines classroom behavior. To understand their behavior, we interpreted it within a temporal context, integrating iterational (Life Histories), projective (short/long term), and practical-evaluative (present) perspectives.Objective We examined practices in inclusive physical education (IPE) classes to assess PE teachers’ agency in promoting inclusion. Method: Participants were ten PE teachers. Semi-structured interviews were conducted. This study employs grounded theory to examine PE teachers’ experiences in IPE classes. We focused on the lifeworlds faced by PE teachers and their perceived intentionality, agency, relationships, and temporality, examining various dimensions of inclusive instruction and how their deeply rooted biases manifest in IPE classrooms.Results Three major themes and seven subthemes emerged from 254 significant statements. This competency encompasses recurring dimensions, such as the concept of disability embedded in the teacher’s life history, teacher factors, and their interactions with future projections and current assessment dimensions.Conclusion This study provides insight into factors that facilitate or hinder teacher agency in PE classes and offers a set of core strategies and support elements to enhance the fidelity of teachers’ IPE practices.