The Structural relationship between teachers’ autonomic support, students’ self-efficacy, passion, and engagement of physical education classes in elementary school

2018 ◽  
Vol 23 (1) ◽  
pp. 93-105
Author(s):  
Phil-Hwan Cho
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Self Efficacy ◽  
Structural Relationship ◽  
Support Students ◽  
Autonomic Support

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 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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