Stability of teachers' attitudes toward curriculum

The purpose of this study was to investigate the stability over a period of two years of teachers' attitudes toward four outcome goals for their programs. Differences in teachers' attitudes based on teaching level over time also were investigated. The participants were 121 physical education teachers who completed a previously validated attitude toward curriculum instrument in the spring of 1996 and 1998. The intraclass correlation coefficients between the first and second administration of the instrument were 0.41, 0.40, 0.49 and 0.56 for the domain areas of physical activity and fitness, self-actualization, social development and motor skill development, respectively. All correlation coefficients were significant (p < 0.001). Repeated measures ANOVA results for differences between teachers' attitudes over time showed that they were not significantly different. However, significant differences were found by teaching level (elementary, middle, high) over time for the importance of self-actualization (p < 0.001) and social development (p < 0.03).