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Abstract

Objective:

The purpose of this study was to determine classroom teachers’ self-efficacy towards, and perceptions of, physical activity in the classroom.

Design:

The study is a convergent mixed-methods design in which both qualitative and quantitative data were collected simultaneously at one time point.

Setting:

A convenience sample was recruited through email from two school districts to participate in an online survey and follow-up phone interview.

Method:

The survey consisted of demographic variables, as well as the validated 18-item Teacher Efficacy Toward Providing Physical Activity in the Classroom Scale (TETPPACS). Quantitatively, descriptive statistics were calculated to explore general relationships; qualitatively, constant comparison and inductive analysis were used to better understand teacher efficacy and perceptions towards providing physical activity in the classroom.

Results:

Sixteen participants (87% female; M_age = 38.4 years, M_experience =12.25 years) representing two states and 12 schools completed both measures. Participants represented all grade levels and varied in levels of general efficacy (M = 3.18, range = 1.78–4.06), student barrier efficacy (M = 3.30, range = 1.29–4.29), institutional efficacy (M = 2.92, range = 1.33–4.22) and educational efficacy (M = 3.60, range = 2.00–5.00). Three themes emerged as part of the qualitative analysis: (1) implementation barriers, (2) the face of teacher preparation and (3) knowledge and intentionality.

Conclusion:

Results offer further evidence of the disconnect that exists for classroom teachers as well as insights into classroom teachers’ perceptions of and self-efficacy towards physical activity in the classroom.

Keywords

CSPAP elementary education primary education secondary education whole-of-school

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