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First-Year Physical Education Teachers' Major Sources of Efficacy: Transition From Preservice to In-Service Teaching.

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Title: First-Year Physical Education Teachers' Major Sources of Efficacy: Transition From Preservice to In-Service Teaching.
Authors: Carey, Nolan1 (AUTHOR), Simonton, Kelly L.1 (AUTHOR) kelly.simonton@uwyo.edu
Source: Journal of Teaching in Physical Education. Jul2026, Vol. 45 Issue 3, p1-9. 9p.
Subject Terms: *Beginning teachers, *Teacher education, *Student teachers, *In-service training of teachers, *Teacher retention, *Physical education teachers, *Teacher effectiveness, Self-efficacy
Geographic Terms: United States
Abstract: Purpose: Understanding early career physical education (PE) teachers' experiences and how they influence teaching efficacy is essential for retention amidst reports of teacher attrition and burnout. The purpose of this study was to explore the major sources of efficacy for first-year U.S. PE teachers, which included sources from their preservice to in-service teaching experiences. Methods: As part of a larger study, the study includes individual interviews of first-year PE teachers (N = 14) across 11 different U.S. states. Analysis was grounded in Self-Efficacy Theory using both inductive and deductive techniques. Results: Student teaching, observing cooperating teachers, principals, current students, and content knowledge were the reported factors that aligned with their sources of teaching efficacy. Conclusion: The sources of efficacy identified in this study provide insight on how early career teachers develop efficacy, which can be leveraged by both PE teacher education programs and K–12 schools to support retention and growth. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Teaching in Physical Education is the property of Human Kinetics Publishers, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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PubType: Academic Journal
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  Data: First-Year Physical Education Teachers' Major Sources of Efficacy: Transition From Preservice to In-Service Teaching.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Teaching+in+Physical+Education%22">Journal of Teaching in Physical Education</searchLink>. Jul2026, Vol. 45 Issue 3, p1-9. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22In-service+training+of+teachers%22">In-service training of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+retention%22">Teacher retention</searchLink><br />*<searchLink fieldCode="DE" term="%22Physical+education+teachers%22">Physical education teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink>
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  Data: Purpose: Understanding early career physical education (PE) teachers' experiences and how they influence teaching efficacy is essential for retention amidst reports of teacher attrition and burnout. The purpose of this study was to explore the major sources of efficacy for first-year U.S. PE teachers, which included sources from their preservice to in-service teaching experiences. Methods: As part of a larger study, the study includes individual interviews of first-year PE teachers (N = 14) across 11 different U.S. states. Analysis was grounded in Self-Efficacy Theory using both inductive and deductive techniques. Results: Student teaching, observing cooperating teachers, principals, current students, and content knowledge were the reported factors that aligned with their sources of teaching efficacy. Conclusion: The sources of efficacy identified in this study provide insight on how early career teachers develop efficacy, which can be leveraged by both PE teacher education programs and K–12 schools to support retention and growth. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Teaching in Physical Education is the property of Human Kinetics Publishers, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194518520
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1123/jtpe.2024-0468
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      – Code: eng
        Text: English
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      – SubjectFull: Teacher retention
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      – SubjectFull: Physical education teachers
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              Text: Jul2026
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              Y: 2026
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