The purpose of our study was to examine the impact of mentoring-based professional development on physical education teachers’ efficacy. Experienced mentor teachers were paired (n = 15) with inexperienced protégé teachers (n = 15) at the beginning of a yearlong intervention study. It was hypothesized that teachers would increase their efficacy to use pedometers and computers to enhance instruction, and reduce their computer anxiety. Repeated-measures ANOVAs for mentors and protégés revealed a variety of significant main effects. We found increases in computer and pedometer efficacy. A second set of repeated-measures ANOVAs based on mentors’, protégés’, and control groups’ scores revealed a significant interaction for computer efficacy, indicating that both mentors and protégés significantly increased their computer efficacy compared with the control group. Finally, a significant interaction effect was also found for pedometer efficacy, again indicating that both groups significantly increased their efficacy compared with control teachers.
Martin and McCaughtry are with the Department of Kinesiology, Health, and Sport Studies, Wayne State University, Detroit, MI; Kulinna is with the College of Education, Arizona State University, Mesa, AZ; Cothran is with the School of Health, Physical Education, and Recreation, Indiana University, Bloomington, IN; and Faust is with School of Health Promotion and Human Performance, Eastern Michigan University, Ypsilanti, MI.