Comparing Canadian Generalist and Specialist Elementary School Teachers’ Self-Efficacy and Barriers Related to Physical Education Instruction

2021 ◽  
Vol 40 (1) ◽  
pp. 10-20 ◽  
Author(s):  
Stephanie Truelove ◽  
Andrew M. Johnson ◽  
Shauna M. Burke ◽  
Patricia Tucker
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Teacher Efficacy ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
Teaching Quality ◽  
School Teachers ◽  
Significant Difference ◽  
Generalist Teachers

Purpose: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers’ self-efficacy to teach and the barriers perceived when teaching PE. Methods: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. Results: Specialist teachers’ self-efficacy (n = 296) was significantly higher (p < .05) than that of generalist teachers (n = 818). Gender was found to predict teachers’ self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. Discussion/Conclusion: This study highlights the gap between generalists’ and specialists’ self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary.

scholarly journals Investigatigation of the Visual Mathematics Literacy Self-Efficacy Perception According to Several Variables

2021 ◽  
Vol 11 (1) ◽  
pp. 75-82
Author(s):  
mutlu pişkin tunç
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Elementary School Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Grade Level ◽  
School Teachers ◽  
Mathematics Literacy ◽  
Significant Difference ◽  
Geometric Objects

The purpose of the current study was to investigate prospective elementary school teachers’ visual mathematics literacy self-efficacy perceptions according to grade level, gender and the ability to draw geometric objects on isometric dot paper. The data were collected from 201 prospective elementary school teachers enrolled in the elementary school teaching department of a state university in the Western Black Sea Region. There were 86 freshman and 115 senior prospective elementary teachers. 149 of the participants were female and 52 of them were prospective male teachers. When the prospective teachers were classified according to their drawing skills on isometric dot paper, 42 of them were weak, 65 were intermediate and 94 were classified as good. In the current study, survey model that is one of the quantitative research methods was used and the study has a descriptive nature. The data of the study were collected by “Visual Mathematical Literacy Self-Efficacy Belief Instrument” consisting of 37 items developed by Bekdemir and Duran (2012) and “Drawing Geometric Objects on Isometric Dot Paper Scale” consisting of four items developed by the researcher. In data analysis, “mean”, “percentage”, “frequency”, “two way ANOVA” and “one way ANOVA” were used. The ability to draw geometric objects on isometric dot paper of prospective elementary school teachers analyzed into three categories as good, intermediate and weak. Prospective teachers who could draw all of the geometric objects given in the scale correctly on isometric dot paper were classified as good. Prospective teachers who could make the correct drawing of three or two geometric objects were classified as intermediate, and prospective teachers who could make the correct drawing of one geometric object or could not draw correctly any of the objects were classified as weak. As a result of data analysis, it could be said that prospective teachers saw themselves at a reasonable level regarding visual mathematics literacy. Moreover, the results revealed that there was a statistically significant difference the mean scores of prospective teachers in terms of grade level and the ability to draw geometric objects on isometric dot paper but there was not any statistically significant difference in the self-efficacy scores of prospective teachers according to gender

scholarly journals Factors that Influence Canadian Generalist and Physical Education Specialist Elementary School Teachers’ Practices in Physical Education: A Qualitative Study

2021 ◽  
Vol 44 (1) ◽  
pp. 202-231
Author(s):  
Stephanie Truelove ◽  
Brianne A. Bruijns ◽  
Andrew M. Johnson ◽  
Shauna M. Burke ◽  
Patricia Tucker
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Elementary School ◽  
Physical Education ◽  
Elementary School Teachers ◽  
Technology Use ◽  
Self Efficacy ◽  
Advanced Training ◽  
School Teachers ◽  
Training Professional

Interviews were conducted with 16 elementary school teachers across Canada (eight generalists and eight physical education [PE] specialists) to explore their experiences when instructing PE. Questions were phrased to encourage exploration of the perspectives of generalists and specialists, with a particular focus on teaching philosophy, barriers faced while instructing PE, facilitators and resources that enhance PE instruction, and the teachers’ self-efficacy when teaching PE. Generalists noted perceived lack of time, inadequate facilities and equipment, insufficient training, lack of knowledge, and low self-efficacy as barriers. Conversely, specialists noted that their advanced training, professional development opportunities, high self-efficacy, and technology use positively supported their teaching practices. Keywords: physical education, elementary school, generalist, specialist, physical activity

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