The effectiveness of mentoring-based professional development on physical education teachers' pedometer and computer efficacy and anxiety

Jeffrey J. Martin, Nate McCaughtry, Pamela Kulinna, Donetta Cothran, Roberta Faust

Research output: Contribution to journalArticle

14 Scopus citations

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 languageEnglish (US)
Pages (from-to)68-82
Number of pages15
JournalJournal of Teaching in Physical Education
Volume27
Issue number1
DOIs
StatePublished - 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

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