Longitudinal Insights: The Evolution of Beginning Physical Educators' Practices Over Five Years

To better support teachers and reduce attrition, it is important to examine the complex and evolving relationship between the teaching tasks and teacher performance in Physical Education. Guided by self-efficacy theory and a model of career progression, this longitudinal study aimed to analyze the teaching performance and efficacy of early-career physical educators over their first 5 years of teaching. Teaching performance was measured through direct classroom observation using Academic Learning Time in Physical Education (ALT-PE) and Qualitative Measures of Teaching Performance Scale (QMTPS). Teacher efficacy was assessed using validated self-report instruments, the Physical Education Teaching Efficacy Scale (PETES) and the Self-Evaluation of Teacher Effectiveness Questionnaire in PE (SETEQ-PE), alongside a demographic survey. Data collection occurred two to three times annually. Participants included five to ten teachers from two states. PETES visual analyses of descriptive graphs showed positive trends with RM-ANOVA confirming statistically significant growth over time. SETEQ-PE scores also improved, though not significantly. Similarly, ALT-PE data trended in a positive direction for motor-appropriate student engagement and demonstrated significant improvements over time. However, QMTPS scores indicated a downward trend with no significant changes. Interobserver agreement exceeded 90% across observations. Over a 5-year period, teachers exhibited minor improvements in teaching efficacy and the amount of motor appropriate student engagement. Teachers who feel empowered are likely to maintain higher levels of teaching efficacy, and positive career cycle progression requires effective mentoring and relevant professional development to minimize the factors leading to teacher attrition and drop out.