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Comparing Canadian Generalist and Specialist Elementary School Teachers' Self-Efficacy and Barriers Related to Physical Education Instruction

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Bibliographic Details
Title: Comparing Canadian Generalist and Specialist Elementary School Teachers' Self-Efficacy and Barriers Related to Physical Education Instruction
Language: English
Authors: Truelove, Stephanie, Johnson, Andrew M., Burke, Shauna M., Tucker, Patricia
Source: Journal of Teaching in Physical Education. Jan 2021 40(1):10-20.
Availability: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Peer Reviewed: Y
Page Count: 11
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Physical Education Teachers, Elementary School Teachers, Self Efficacy, Teacher Effectiveness, Barriers, Physical Education, Specialists, Predictor Variables, Gender Differences, Women Faculty
Geographic Terms: Canada
DOI: 10.1123/jtpe.2019-0091
ISSN: 0273-5024
Abstract: Purpose: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers' self-efficacy to teach and the barriers perceived when teaching PE. Methods: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. Results: Specialist teachers' self-efficacy (n = 296) was significantly higher (p < 0.05) than that of generalist teachers (n = 818). Gender was found to predict teachers' self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. Discussion/Conclusion: This study highlights the gap between generalists' and specialists' self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1294026
Database: ERIC
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Abstract:Purpose: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers' self-efficacy to teach and the barriers perceived when teaching PE. Methods: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. Results: Specialist teachers' self-efficacy (n = 296) was significantly higher (p < 0.05) than that of generalist teachers (n = 818). Gender was found to predict teachers' self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. Discussion/Conclusion: This study highlights the gap between generalists' and specialists' self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary.
ISSN:0273-5024
DOI:10.1123/jtpe.2019-0091