Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation

Christopher Barton Merica (), Cate A. Egan, Collin A. Webster, Diana Mindrila, Grace Goc Karp, David R. Paul and Karie Lee Orendorff
Additional contact information
Christopher Barton Merica: School of Health and Applied Human Sciences, University of North Carolina Wilmington, Campus Box 5956, Wilmington, NC 28401, USA
Cate A. Egan: Department of Movement Sciences, University of Idaho, 875 Perimeter Drive MS 2401, Moscow, ID 83844, USA
Collin A. Webster: School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham Dubai, Dubai P.O. Box 341799, United Arab Emirates
Diana Mindrila: Department of Leadership, Research, and School Improvement, University of West Georgia, 1601 Maple Street, Carrollton, GA 75006, USA
Grace Goc Karp: Department of Movement Sciences, University of Idaho, 875 Perimeter Drive MS 2401, Moscow, ID 83844, USA
David R. Paul: Department of Movement Sciences, University of Idaho, 875 Perimeter Drive MS 2401, Moscow, ID 83844, USA
Karie Lee Orendorff: Department of Health and Human Development, Montana State University, Culbertson Hall 100, Bozeman, MT 59717, USA

IJERPH, 2022, vol. 19, issue 19, 1-21

Abstract: Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers’ confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers’ role breadth self-efficacy (RBSE) as a measure of PE teachers’ CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers’ CSPAP-related confidence.

Keywords: whole of school physical activity; physical education; physical education teacher education; teacher socialization; role breadth self-efficacy (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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