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

in Journal of Teaching in Physical Education
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  • 1 University of Maryland
  • 2 PlayCore, Inc.
  • 3 University of Kentucky
  • 4 The University of Texas at Austin
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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.

Kuhn is with the Department of Pediatrics, Growth and Nutrition, University of Maryland, Baltimore, Baltimore, MD, USA. Carson is with the PlayCore, Inc., Chattanooga, TN, USA. Beighle is with the College of Education, University of Kentucky, Lexington, KY, USA. Castelli is with the Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, TX, USA.

Kuhn (apullingkuhn@som.umaryland.edu) is corresponding author.
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