In the present investigation a questionnaire was developed to assess physical education teachers’ self-efficacy for teaching classes in which their students were engaged in high levels of physical activity (i.e., at least 50% of class time). Exploratory and confirmatory factor analyses resulted in the development of a 16-item, 4-factor, multidimensional physical education teachers’ physical activity self-efficacy scale (PETPAS) that produced reliable and valid scores. The Student factor reflected teachers’ efficacy for managing students who didn’t enjoy or value physical activity. The Time factor was indicative of teachers’ efficacy when they didn’t have enough time to teach. The Space factor reflected teachers’ efficacy perceptions when they had difficulty teaching because of a lack of space. Finally, the Institution factor was composed of questions that represented teachers’ efficacy beliefs for overcoming a lack of institutional support. The results of the current study provide preliminary psychometric support for the PETPAS.
Search Results
You are looking at 1 - 10 of 37 items for :
- Author: Pamela Hodges Kulinna x
- Journal of Teaching in Physical Education x
- Refine by Access: All Content x
The Development of a Physical Education Teachers’ Physical Activity Self-Efficacy Instrument
Jeffrey J. Martin and Pamela Hodges Kulinna
Students’ Perspectives on Direct, Peer, and Inquiry Teaching Strategies
Donetta J. Cothran and Pamela Hodges Kulinna
It was the purpose of this study to examine students’ perspectives on three teaching strategies. Seventy middle school students were interviewed, and they rank ordered the strategies. A constant comparison process guided the interview data analysis, while the rank order data were analyzed via descriptive statistics and a Friedman Analysis of Variance by Ranks. Two key concepts that influenced students’ perspectives on the effectiveness of the teaching strategies were their conceptions of the affective dimensions of each strategy and their knowledge beliefs.