Physical Educators’ Attitudes Toward the Teaching Profession and Perceptions of School Climate

Physical education (PE) is an academic subject that delivers students a standards-based program designed to foster the knowledge and skills needed to be physically active for a lifetime. Although there is a dearth of research that has examined school administrators’ perceptions and interactions with PE, it has been reported that school administrators often are a barrier that disrupts effective PE programming. This study aimed to conduct a scoping review of the literature to capture a comprehensive view of the peer-reviewed research that has focused on physical educators’ collaboration with and perceptions of school administrators, and literature related to school administrators’ collaboration and perceptions of physical educators. Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist guided this investigation. Seven databases were searched, and 29 articles met the full inclusion criteria. This scoping review provides a comprehensive overview of the evidence and research trends; nonetheless, the heterogeneity of the studies and limited literature on this topic make it difficult to form any substantial conclusions. The need for additional research is especially true for research examining PE teachers’ perceptions and interactions with school administrators, as only three of the identified studies in this review focused on this topic. The recognition of these gaps in the literature may be important to the fields of educational leadership and PE, as it may lead to more concerted efforts to examine how these fields interact and how they can collaborate more effectively.

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Promoting Kindness Through the Positive Theatrical Arts: Assessing Kuwait’s Boomerang Program

10.31219/osf.io/r4xfe ◽

2021 ◽

Author(s):

Louise Lambert ◽

Mohsen Joshanloo ◽

Meg Aum Warren ◽

Kayla Christiani ◽

Tim Lomas ◽

...

Keyword(s):

Life Satisfaction ◽

School Climate ◽

Social Cohesion ◽

Real Life ◽

School Intervention ◽

Climate Data ◽

Theater Program ◽

School Counsellors ◽

Quasi Experimental ◽

Perceptions Of School

As positive psychology expands its range of strategies to raise levels of flourishing, many interventions have been identified with new ones emerging. The positive arts offer a new avenue; one such intervention is drama and theater that can benefit subjective and social wellbeing as these offer individuals the opportunity to empathize with others, as well as consider alternative ways to act and think. These can be valuable for bullying prevention. Kuwait's "Boomerang" anti-bullying theater program designed to increase social kindness is one such example. The tools of applied theater were taught to teachers and/or school counsellors of during a six day training workshop. They in turn, trained seven to ten students who were real life bullies, victims and bystanders in their respective schools to become actors in each school’s culminating theater play. Participating acting students and audience members were assessed to determine the effects of the program on perceptions of school kindness, depression, life satisfaction, subjective wellbeing, social cohesion and trust, perceptions of school climate. Data collection was conducted across 7 private middle and high schools, with the final pre-intervention sample consisted of a total of 216 participating students and 1207 observing students (N = 1423). The quasi-experimental study shows that the intervention was successful in increasing perceptions of social cohesion and trust, a positive school climate, and student life satisfaction; however, there were no significant effects on outcome variables. This multi-school intervention improved overall school climates and shows promise in addressing bullying behaviors.

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Perceptions of School Climate

Pathways to Belonging ◽

10.1163/9789004386969_004 ◽

2018 ◽

pp. 45-64

Keyword(s):

School Climate ◽

Perceptions Of School

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Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate

SAGE Open ◽

10.1177/21582440211052551 ◽

2021 ◽

Vol 11 (4) ◽

pp. 215824402110525

Author(s):

Ana Carolina Reyes-Rodríguez ◽

Angel Alberto Valdés-Cuervo ◽

José Angel Vera-Noriega ◽

Lizeth Guadalupe Parra-Pérez

Keyword(s):

School Climate ◽

Collective Efficacy ◽

Latent Variable ◽

Critical Role ◽

Teaching Experience ◽

Bullying Prevention ◽

Self Report ◽

Equation Modeling ◽

Teachers Perceptions ◽

Perceptions Of School

Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers’ perceptions of principals’ practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The teaching experience ranged from 2 to 35 years ( M = 13.2 years, SD = 9.1). Teachers answered self-report measures. A latent variable structural equation modeling (SEM) approach was used. SEM model indicated that principal’s bullying prevention was directly related to a positive school climate, but they did not influence teachers’ perceptions of school collective efficacy. Also, principals’ support for teachers’ antibullying practices positively affected school climate and school collective efficacy. Both principal involvement and support had an indirect relationship with school collective efficacy. Overall, findings suggest that the principal has a critical role in promoting teachers’ perceptions of school collective efficacy in bullying prevention.

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