What makes a physical education teacher? Personal characteristics for physical education development.

Autor/inn/en	Schnitzius, Melina; Kirch, Alina; Spengler, Sarah; Blaschke, Simon; Mess, Filip
Titel	What makes a physical education teacher? Personal characteristics for physical education development. Gefälligkeitsübersetzung: Was macht einen Sportlehrer aus? Persönliche Merkmale für die Entwicklung des Sportunterrichts.
Quelle	In: British journal of educational psychology, 91 (2021) 4, S. 1249-1274Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0007-0998; 2044-8279
DOI	10.1111/bjep.12415
Schlagwörter	Bildung; Kompetenz; Fragebogen; Querschnittuntersuchung; Persönlichkeit; Persönlichkeitspsychologie; Psychologie; Selbstvertrauen; Selbstwirksamkeit; Geschlechtsspezifischer Unterschied; Bildung; Deutschland; Lehrer; Motivation; Persönlichkeit; Psychologie; Selbstvertrauen; Didaktik; Persönlichkeitspsychologie; Sportunterricht; Fragebogen; Kompetenz; Interesse; Fachwissen; Selbstwirksamkeit; Sekundarstufe I; Lehrer; Fachwissen; Interesse; Motivation; Didaktik; Sportunterricht; Deutschland
Abstract	Background: The physical education (PE) teacher is a decisive factor for PE development and teaching. Reflecting on and making the best possible use of the PE teachers' personal resources positively influence teacher effectiveness and student achievement. This requires a comprehensive analysis of PE teachers' personal characteristics. Aims: Consequently, this study aimed to describe PE teachers by using an aggregated examination of PE teachers' synergistic personal characteristics and analysing gender, age, and school type differences. Sample: 1,163 German PE teachers (61.9% female; M = 43.16 ± 10.8 years) from six different school types participated in the study. Methods: Participants completed self-report questionnaires assessing PE teachers' General Personality Traits, General Interests, and Motivational Characteristics (Teacher Self-Efficacy, Enthusiasm, and Interests). Descriptive analyses, between subjects MANOVAs, and univariate ANOVAs with pairwise multiple comparison tests were applied. Results: Multivariate gender differences occurred for General Personality Traits (eta squared = .04), General Interests (eta squared = .07), and Motivational Characteristics (eta squared = .03); age differences for General Personality Traits (eta squared = .03); school type differences for General Personality Traits (eta squared = .05); and Motivational Characteristics (eta squared = .11). Considering individual dimensions, gender revealed most univariate differences, especially in General Personality Traits and General Interests. School types revealed most univariate differences in Motivational Characteristics. Conclusion: The educational personnel can (1) make use of the PE teachers' general stable factors by aligning teaching accordingly, for example considering teachers' gender and (2) specifically foster PE teacher personal development regarding Motivational Characteristics by, for example adapting teacher education or professional training to the particular school type. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1