The Impact of Principals on Teachers during In-Service Education: A Qualitative Analysis

1986 ◽  
Vol 5 (2) ◽  
pp. 79-90 ◽  
Author(s):  
Nell Faucette ◽  
George Graham
Keyword(s):  
Physical Education ◽  
Implementation Process ◽  
Service Planning ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Service Program ◽  
Elementary Physical Education ◽  
Levels Of Use ◽  
The Impact

This article discusses some of the results described in a recent observational case study that examined the impact of an in-service program on the curricula and teaching behaviors of two elementary physical education teachers. In the study, numerous factors were identified as enhancers and inhibitors to the implementation process, including the relationships between participating principals and the two teachers. This article describes these relationships and the perceptions of the two teachers as they progressed through the in-service program. It also discusses the teachers’ levels of use of the innovations. The results of the study revealed that both teachers were dramatically influenced by their perceptions of principals’ actions and attitudes but only one of them successfully adopted the innovations. Data for the study were obtained from four sources: observations, interviews, documents, and questionnaires. These data were collected during a 7-month period that included all preliminary and in-service planning sessions as well as five in-service sessions, and during 140 hours of observations at two school sites.

Teachers’ Concerns and Participation Styles during In-Service Education

1987 ◽  
Vol 6 (4) ◽  
pp. 425-440 ◽  
Author(s):  
Nell Faucette
Keyword(s):  
Physical Education ◽  
Stages Of Concern ◽  
Physical Education Teachers ◽  
Service Program ◽  
Stages Of Concern Questionnaire ◽  
Elementary Physical Education ◽  
Participation Styles ◽  
Inservice Program

During this study, concerns data were collected from 7 elementary physical education teachers in order to determine their types and intensities of concerns as they proceeded through an in-service program, and to determine the degree to which they implemented the proposed changes. The Stages of Concern Questionnaire and open-ended statements of concern were administered to the teachers on three occasions during the 3-month in-service program: at the outset, midway, and upon completion of the sessions. In order to amplify data collected through these instruments, researchers conducted observations and formal and informal interviews. The data revealed three participation styles among the 7 teachers. The 2 teachers who became users of the innovations were categorized as actualizers. The 3 conceptualizers felt positively disposed to the changes but did not become users during the inservice program. The 2 remaining teachers—the resisters—were negatively disposed to the innovations and failed to implement them. Group and individual analyses are discussed as well as factors that influenced the teachers’ participation.

scholarly journals The Relationship between Physical Education Teachers’ Perceptions of Principals’ Transformational Leadership and Creative Teaching Behavior at Junior and Senior High Schools: A Cross-Level Moderating Effect on Innovative School Climates

2021 ◽  
Vol 13 (15) ◽  
pp. 8184
Author(s):  
Chia-Ming Chang ◽  
Huey-Hong Hsieh ◽  
Yu-Hui Chou ◽  
Hsiu-Chin Huang
Keyword(s):  
Transformational Leadership ◽  
High Schools ◽  
School Climate ◽  
Physical Education ◽  
Positive Impact ◽  
School Level ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Creative Teaching ◽  
The Relationship

The purpose of this study was to examine the relationship between a principal’s transformational leadership and creative teaching behavior of physical education teachers at junior and senior high schools in Taiwan (at the individual level) and the cross-level effect on creative teaching behaviors of physical education teachers in an innovative school climate (at the school level) and the moderator effect of an innovative school climate on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. A total of 800 questionnaires were distributed to physical education teachers at 59 junior and senior high schools and 477 valid surveys were collected for data analysis. Using hierarchical linear modeling, we found that at the individual level, a principal’s transformational leadership has a positive impact on creative teaching behaviors of physical education teachers, and at the school level, an innovative school climate has a positive impact on creative teaching behaviors (at the person level) of physical education teachers. An innovative school climate at the school level has no moderating effects on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. This study provides implications and applications for cross-level studies, and builds the foundation for future multilevel research.

Factors Affecting the Social Experiences of Students in Elementary Physical Education Classes

2003 ◽  
Vol 22 (2) ◽  
pp. 186-202 ◽  
Author(s):  
Joanne Suomi ◽  
Douglas Collier ◽  
Lou Brown
Keyword(s):  
Physical Education ◽  
Positive Influence ◽  
Social Experiences ◽  
Physical Education Teachers ◽  
Physical Education Class ◽  
Factors Affecting ◽  
Elementary Physical Education ◽  
The Social ◽  
Negative Effect ◽  
Collection Methods

There is a lack of research examining the social experiences of students with and without disabilities in regular physical education classes. Little is known, from the perspective of the student, about factors that affect his or her social experience while taking part in integrated physical education. This investigation examined the factors that have a positive and a negative effect on the social experiences of 12 elementary students who were thriving, struggling, or had disabilities in an integrated kindergarten and an integrated fourth-grade physical education class. This study utilized qualitative data collection methods that included observations and interviews with students and staff. Four factors were identified: (a) physical education teachers, (b) social substance of activities, (c) cultures, and (d) social skills of students. The physical education teacher factor was the only one found to have a positive influence on the social experiences of all students, whereas the other three factors differentially affected the social experiences among the 12 students.

scholarly journals Benefits of Outdoor Sports in Blue Spaces. The Case of School Nautical Activities in Viana do Castelo

2020 ◽  
Vol 17 (22) ◽  
pp. 8470
Author(s):  
Míriam Rocher ◽  
Bruno Silva ◽  
Gonçalo Cruz ◽  
Renato Bentes ◽  
Josep Lloret ◽  
...  
Keyword(s):  
Physical Education ◽  
Children And Adolescents ◽  
Well Being ◽  
Social Benefits ◽  
School Age Children ◽  
Physical Education Teachers ◽  
School Age ◽  
Outdoor Sports ◽  
The Social

Participating in outdoor sports in blue spaces is recognized to produce a range of significant social benefits. This case study empirically analyzes the social benefits associated with the School Nautical Activities project carried out in Viana do Castelo (Portugal) in school-age children and adolescents. It consisted of a 4 year program in which scholars took part in nautical activities (surfing, rowing, sailing, and canoeing) in blue spaces once a week during a semester as a part of their physical education course. The methods used for data collection were as follows: (1) a survey answered by 595 participants in the program and (2) five focus groups (FG): two FGs with participants (seven on each FG), two FGs with their parents (eight participants each), and one FG with the physical education teachers (five participants). Interviews were transcribed and qualitative analysis with NVivo software was developed. Results revealed clear evidence on the social benefits for school-age children and adolescents associated with participation in outdoor activities in blue spaces both in the overall health and in all the following analyzed categories: mental health and well-being, education, active citizenship, social behavior, and environmental awareness. More than 40% state that their overall health is much better now (13.4%) or somewhat better now (29.9%) due to their participation in the program. Thus, this article provides support for the anecdotal recognition of the benefits for school-age children and adolescents from participating in sports in the outdoors and especially in blue spaces.

Impact of Inclusion in General Physical Education on Students Without Disabilities

2003 ◽  
Vol 20 (3) ◽  
pp. 230-245 ◽  
Author(s):  
Iva Obrusníková ◽  
Hana Válková ◽  
Martin E. Block
Keyword(s):  
Physical Education ◽  
Case Study Research ◽  
Test Results ◽  
Attitude Inventory ◽  
Direct Support ◽  
General Physical ◽  
In The Beginning ◽  
General Physical Education ◽  
The Impact

The purpose of this investigation was to evaluate the impact of including a student who uses a wheelchair and is given no direct support in a 4th grade general physical education (GPE) class on students without disabilities. Using an evaluate case study research method, data were collected in the beginning and end of a 2-week GPE volleyball unit from 2 intact elementary school classes using 2 attitude inventories, volleyball skills, and knowledge test. Results indicated no significant class difference in volleyball skill and knowledge acquisitions. Overall, attitudes toward including a student with a disability tended to be positive in both classes. In addition, there was no significant time difference within the classes on either attitude inventory.

Doing it yourself: Coventry University Library’s streaming project

2009 ◽  
Vol 34 (3) ◽  
pp. 21-25 ◽  
Author(s):  
Jane Gibbs
Keyword(s):  
Higher Education ◽  
Short Discussion ◽  
New Era ◽  
Future Developments ◽  
Levels Of Use ◽  
Streaming Service ◽  
The Uk ◽  
Uk Higher Education ◽  
The Impact

This case study provides an overview of the logistical aspects of introducing a DIY streaming service, from original idea to implementation, at Coventry University. The study includes reflection on practical problems such as the structuring of file names and complying with the terms and conditions of the ERA licence. It concludes with a short discussion of the impact of the new ERA+ licence on levels of use, together with possible future developments in streaming in the UK Higher Education sector.

Chapter 9 Students’ Daily Physical Activity Behaviors: The Role of Quality Physical Education in a Comprehensive School Physical Activity Program

2014 ◽  
Vol 33 (4) ◽  
pp. 592-610 ◽  
Author(s):  
Wiyun Chen ◽  
Andrew J. Hypnar ◽  
Steve A. Mason ◽  
Sandy Zalmout ◽  
Austin Hammond-Benett
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Critical Role ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Physical Education Teachers ◽  
Physically Active ◽  
Fifth Grade Students ◽  
Elementary Physical Education ◽  
Activity Program

The purpose of this study was to examine the contribution of quality physical education (QPET) in a Comprehensive School Physical Activity Program (CSPAP) which is intended to promote physical activity (PA) behaviors in and outside of schools. Participants were nine elementary physical education teachers and their fourth- and fifth-grade students (n = 1111) in year one, n = 1012 in year 2). The student’s daily PA minutes were assessed using a 7-day PA log. The PE teachers’ levels of QPET were assessed by coding 63 videotaped lessons (Mlessons/teacher = 7.03, SD = .74) using the Assessing Quality Teaching rubrics (AQTR), which consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Response. Codes were confirmed through interrater reliability (82.4%, 84.5%, 94%). Data were analyzed through descriptive statistics, bivariate correlations, multiple R-squared regression models, and independent sample t tests. The results indicated that the overall QPET practices (R = .126, R2 = .02, F = 32.387, Sig.= .000, P < .01) and all four essential dimensions (R = .127, R2 = .02, F = 8.560, Sig.= .000, P < .01) were significant contributors to students’ student daily PA behaviors. These predictors were significantly higher in girls (R = .157, R2 = .03, F = 6.15, Sig.= .000, P < .01) than boys (R = .113, R2 = .01, F = 3.57, Sig.= .007, P < .01). The Instructional Response was a significant predictor of PA among girls (β = .12, t = 2,068, Sig. = .039, P < .05 level), but not boys. Further, students’ who experienced high QPET were significantly more physically active than those students who did not have this experience (t = 4.334, df = 2089, Sig. = .000, P < .01). It was concluded that the QPET practices played a critical role in promoting students’ daily PA engagement in and outside of schools.

Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings

2013 ◽  
Vol 35 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Leen Haerens ◽  
Nathalie Aelterman ◽  
Lynn Van den Berghe ◽  
Jotie De Meyer ◽  
Bart Soenens ◽  
...  
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Real Life ◽  
Psychological Needs ◽  
Self Report ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Need Support ◽  
Reasonable Evidence ◽  
Support Autonomy

According to self-determination theory, teachers can motivate students by supporting their psychological needs for relatedness, competence, and autonomy. The present study complements extant research (most of which relied on self-report measures) by relying on observations of need-supportive teaching in the domain of physical education (PE), which allows for the identification of concrete, real-life examples of how teacher need support manifests in the classroom. Seventy-four different PE lessons were coded for 5-min intervals to assess the occurrence of 21 need-supportive teaching behaviors. Factor analyses provided evidence for four interpretable factors, namely, relatedness support, autonomy support, and two components of structure (structure before and during the activity). Reasonable evidence was obtained for convergence between observed and student perceived need support. Yet, the low interrater reliability for two of the four scales indicates that these scales need further improvement.

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