What makes a physical education teacher? Personal characteristics for physical education development.
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| Title: | What makes a physical education teacher? Personal characteristics for physical education development. |
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| Authors: | Schnitzius, Melina, Kirch, Alina, Spengler, Sarah, Blaschke, Simon, Mess, Filip |
| Source: | British Journal of Educational Psychology. Dec2021, Vol. 91 Issue 4, p1249-1274. 26p. 3 Charts. |
| Subjects: | Physical education teachers, Teacher effectiveness, Academic achievement, Gender differences (Psychology), Teacher education |
| Abstract: | Background: The physical education (PE) teacher is a decisive factor for PE development and teaching. Reflecting on and making the best possible use of the PE teachers' personal resources positively influence teacher effectiveness and student achievement. This requires a comprehensive analysis of PE teachers' personal characteristics. Aims: Consequently, this study aimed to describe PE teachers by using an aggregated examination of PE teachers' synergistic personal characteristics and analysing gender, age, and school type differences. Sample: 1,163 German PE teachers (61.9% female; M = 43.16 ± 10.8 years) from six different school types participated in the study. Methods: Participants completed self‐report questionnaires assessing PE teachers' GeneralPersonalityTraits, GeneralInterests, and MotivationalCharacteristics (Teacher Self‐Efficacy, Enthusiasm, and Interests). Descriptive analyses, between subjects MANOVAs, and univariate ANOVAs with pairwise multiple comparison tests were applied. Results: Multivariate gender differences occurred for GeneralPersonalityTraits (η2 =.04), GeneralInterests (η2 =.07), and MotivationalCharacteristics (η2 =.03); age differences for GeneralPersonalityTraits (η2 =.03); school type differences for GeneralPersonalityTraits (η2 =.05); and MotivationalCharacteristics (η2 =.11). Considering individual dimensions, gender revealed most univariate differences, especially in GeneralPersonalityTraits and GeneralInterests. School types revealed most univariate differences in MotivationalCharacteristics. Conclusion: The educational personnel can (1) make use of the PE teachers' general stable factors by aligning teaching accordingly, for example considering teachers' gender and (2) specifically foster PE teacher personal development regarding MotivationalCharacteristics by, for example adapting teacher education or professional training to the particular school type. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: The physical education (PE) teacher is a decisive factor for PE development and teaching. Reflecting on and making the best possible use of the PE teachers' personal resources positively influence teacher effectiveness and student achievement. This requires a comprehensive analysis of PE teachers' personal characteristics. Aims: Consequently, this study aimed to describe PE teachers by using an aggregated examination of PE teachers' synergistic personal characteristics and analysing gender, age, and school type differences. Sample: 1,163 German PE teachers (61.9% female; M = 43.16 ± 10.8 years) from six different school types participated in the study. Methods: Participants completed self‐report questionnaires assessing PE teachers' GeneralPersonalityTraits, GeneralInterests, and MotivationalCharacteristics (Teacher Self‐Efficacy, Enthusiasm, and Interests). Descriptive analyses, between subjects MANOVAs, and univariate ANOVAs with pairwise multiple comparison tests were applied. Results: Multivariate gender differences occurred for GeneralPersonalityTraits (η2 =.04), GeneralInterests (η2 =.07), and MotivationalCharacteristics (η2 =.03); age differences for GeneralPersonalityTraits (η2 =.03); school type differences for GeneralPersonalityTraits (η2 =.05); and MotivationalCharacteristics (η2 =.11). Considering individual dimensions, gender revealed most univariate differences, especially in GeneralPersonalityTraits and GeneralInterests. School types revealed most univariate differences in MotivationalCharacteristics. Conclusion: The educational personnel can (1) make use of the PE teachers' general stable factors by aligning teaching accordingly, for example considering teachers' gender and (2) specifically foster PE teacher personal development regarding MotivationalCharacteristics by, for example adapting teacher education or professional training to the particular school type. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00070998 |
| DOI: | 10.1111/bjep.12415 |
