Teacher Caring and Perceptions of In-School Play
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| Title: | Teacher Caring and Perceptions of In-School Play |
|---|---|
| Language: | English |
| Authors: | Sheri L. Burson (ORCID |
| Source: | Journal of Teaching in Physical Education. 2025 44(2):306-316. |
| 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: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Teacher Attitudes, Elementary School Teachers, Play, Physical Activities, Elementary School Students, Academic Achievement, Caring, Barriers, Social Emotional Learning, Interpersonal Relationship, State Policy, Board of Education Policy |
| Geographic Terms: | Texas |
| DOI: | 10.1123/jtpe.2023-0168 |
| ISSN: | 0273-5024 1543-2769 |
| Abstract: | Purpose: The purpose of this study was to elicit salient information from K-5 teachers regarding their perceptions of in-school play. Play is not goal-focused and can be structured or unstructured, includes high or low physical activity, or utilizes gross or fine motor skills, and children participate in play for enjoyment. Method: K-5 teachers (n = 27) were asked questions based on the Theory of Planned Behavior during focus groups. Theory of Planned Behavior and Caring Theory themes were identified within and across groups with 34 codes across nine themes identified. Results: Teachers thought positively about in-school play. Play supported caring teaching, as relationships could develop and strengthen during playtime. The lack of administrative support and time was discussed as play barriers. Discussion/Conclusion: Perceptions of and desires to provide play conflict with the current educational models. An issue impacting the provision of effective, caring education has been identified. Studies on factors influencing teacher play practices are needed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468746 |
| Database: | ERIC |
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| Abstract: | Purpose: The purpose of this study was to elicit salient information from K-5 teachers regarding their perceptions of in-school play. Play is not goal-focused and can be structured or unstructured, includes high or low physical activity, or utilizes gross or fine motor skills, and children participate in play for enjoyment. Method: K-5 teachers (n = 27) were asked questions based on the Theory of Planned Behavior during focus groups. Theory of Planned Behavior and Caring Theory themes were identified within and across groups with 34 codes across nine themes identified. Results: Teachers thought positively about in-school play. Play supported caring teaching, as relationships could develop and strengthen during playtime. The lack of administrative support and time was discussed as play barriers. Discussion/Conclusion: Perceptions of and desires to provide play conflict with the current educational models. An issue impacting the provision of effective, caring education has been identified. Studies on factors influencing teacher play practices are needed. |
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| ISSN: | 0273-5024 1543-2769 |
| DOI: | 10.1123/jtpe.2023-0168 |
