The influence of professional development on teachers' psychosocial perceptions of teaching a health-related physical education curriculum

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

Research output: Contribution to journalArticle

27 Scopus citations

Abstract

The impact of a yearlong professional development intervention on physical education teachers' psychosocial perceptions was investigated. Experienced mentor teachers (n = 15) were paired with inexperienced protégé teachers (n = 15) who helped them learn how to teach a health-related physical, education curriculum, (i.e., the Exemplary Physical Education Curriculum). Using the theory of planned behavior as the guiding theory, it was hypothesized that teachers would experience favorable increases in various psychological constructs (e.g., attitude) and variables reflecting the social culture of their schools (e.g., administrator's perceptions) as compared with control teachers (n = 17). A variety of statistically significant main and interaction effects with mean scores in expected directions were found. In general, mentors and protégés developed a more positive view of their own psychological state (e.g., perceived behavioral control) and of the immediate school social environment (i.e., support from administrators and fellow teachers). The significant results, combined with meaningful effect sizes, supported the effectiveness of this intervention.

Original languageEnglish (US)
Pages (from-to)292-307
Number of pages16
JournalJournal of Teaching in Physical Education
Volume27
Issue number3
DOIs
StatePublished - Jul 2008

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Keywords

  • EPEC
  • Exemplary physical education curriculum
  • Mentoring
  • Training

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

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