Abstract
The pulpose of our study was to examine the impact of mentoring-based professional development on physical education teachers' efficacy. Experienced mentor teachers were paired (n = 15) with inexperienced protégé teachers (n = 15) at the beginning of a yearlong intervention study. It was hypothesized that teachers would increase their efficacy to use pedometers and computers to enhance instruction, and reduce their computer anxiety. Repeated-measures ANOVAs for mentors and protégés revealed a variety of significant main effects. We found increases in computer and pedometer efficacy. A second set of repeated-measures ANOVAs based on mentors', protégés', and control groups' scores revealed a significant interaction for computer efficacy, indicating that both mentors and protégés significantly increased their computer efficacy compared with the control group. Finally, a significant interaction effect was also found for pedometer efficacy, again indicating that both groups significantly increased their efficacy compared with control teachers.
Original language | English (US) |
---|---|
Pages (from-to) | 68-82 |
Number of pages | 15 |
Journal | Journal of Teaching in Physical Education |
Volume | 27 |
Issue number | 1 |
DOIs | |
State | Published - Jan 2008 |
Keywords
- Exercise
- Health
- Kinesiology
- Physical activity
- Physical education
- Psychology
ASJC Scopus subject areas
- Orthopedics and Sports Medicine
- Physical Therapy, Sports Therapy and Rehabilitation
- Education