Changes in Psychosocial Perspectives among Physical Activity Leaders: Teacher Efficacy, Work Engagement, and Affective Commitment

Autor/inn/en	Kuhn, Ann Pulling; Carson, Russell L.; Beighle, Aaron; Castelli, Darla M.
Titel	Changes in Psychosocial Perspectives among Physical Activity Leaders: Teacher Efficacy, Work Engagement, and Affective Commitment
Quelle	In: Journal of Teaching in Physical Education, 40 (2021) 3, S.484-492 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Education Teachers; Teacher Attitudes; Faculty Development; Teacher Workshops; Comprehensive Programs; Physical Activities; Teacher Motivation; Experienced Teachers; Program Implementation; Teacher Effectiveness; After School Programs + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Gesamtunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm
Abstract	Purpose: This study examined changes in physical education teachers' psychosocial perspectives after participating in a yearlong professional development about Comprehensive School Physical Activity Programming. Method: Twenty-three intervention teachers attended a workshop in Year 1 and received one academic year of technical assistance and mentorship, and 30 control teachers only attended a workshop in Year 2. Both groups completed pre- and post-self-reported measures on teacher efficacy, work engagement, and affective commitment. Results: At posttest, intervention teachers reported significantly higher levels of affective commitment, and a significant positive relationship was revealed between affective commitment and the degree to which before-school physical activity was implemented. More experienced teachers (>20 years) reported significantly higher levels of the work engagement subscale of vigor at posttest. Discussion/Conclusion: Participating in a Comprehensive School Physical Activity Program professional development may positively influence teachers' job commitment levels and invigorate more experienced teachers, which may relate to Comprehensive School Physical Activity Program implementation. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01