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Association of Physical Educators' Socialization Experiences and Confidence with Respect to Comprehensive School
Christopher Barton Merica1, Cate A Egan2, Collin A Webster3
1School of Health and Applied Human Sciences, University of North Carolina Wilmington, Campus Box 5956, Wilmington, NC 28401, USA.
International Journal of Environmental Research and Public Health
|October 14, 2022
Summary
Physical education teachers
Area of Science:
- Kinesiology and Public Health
Background:
- Comprehensive School Physical Activity Programs (CSPAPs) are recommended for youth, but adoption is low in the U.S.
- Physical education (PE) teachers are key to CSPAP implementation, yet their confidence and influencing factors require investigation.
Purpose of the Study:
- To examine PE teachers' confidence (role breadth self-efficacy) in implementing CSPAPs.
- To identify factors associated with PE teachers' CSPAP-related confidence, using teacher socialization theory.
Main Methods:
- A survey was administered to 259 PE teachers across the U.S.
- Exploratory structural equation modeling analyzed relationships between teacher socialization variables and role breadth self-efficacy (RBSE).
Main Results:
- Teacher socialization (professional and organizational) significantly predicted PE teachers' RBSE.
- Qualitative data supported the quantitative findings, highlighting the importance of socialization experiences.
Conclusions:
- Preservice teacher education and current work environments significantly influence PE teachers' confidence in leading CSPAPs.
- Interventions should focus on strengthening professional and organizational socialization to boost CSPAP implementation capacity.
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