The impact of teacher education, administrative support, and teacher self-efficacy on using movement in the elementary classroom
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Melissa A. Goines (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Pam Brown
Abstract: Elementary students spend 7 to 8 hours in school for approximately 175 days of the year. Despite knowing that physical activity can aid in academic success and benefit the overall health of children, it is not widely used in schools outside of physical education and recess. The lack of physical activity (PA) in schools makes it more difficult for kids to achieve 60 minutes of PA. Teachers have to overcome several intrapersonal and environmental barriers to implement classroom-based physical activity (CBPA) successfully. It is not widely known how the influences of education, administrative support, and self-efficacy together play a role in the amount of CBPA a teacher uses. The purpose of this study was to investigate the relationship of educational background, administrator support, and teacher self-efficacy to a teacher’s use of classroom-based physical activity. Elementary education teachers (N=44), grades K-5, were surveyed to gather data surrounding their use of CBPA. Results indicate that most teachers are using CBPA at least once per day, and some teachers are using it up to 8 times per day. Results also show an increase in education is related to an increase in the frequency in which a teacher uses CBPA. This group of teachers was confident in their ability to use CBPA. The more a teacher uses CBPA, the higher that teacher’s confidence is in implementing the activities. This group also reported high levels of administrative support, with a majority of that support coming in the form of moral support and encouraging teachers to use different teaching strategies. This study may help to provide information to school administrators who can support teacher education efforts within schools and school districts. These findings provide data to support the creation of a school environment conducive to increasing the amount of movement used in elementary schools today.
The impact of teacher education, administrative support, and teacher self-efficacy on using movement in the elementary classroom
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Created on 8/1/2020
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2020
- Keywords
- Activity breaks, Administrative support, Classroom based physical activity, Movement integration
- Subjects
- Movement education $x Study and teaching (Elementary)
- Physical education for children $x Study and teaching (Elementary)
- Elementary school teachers $x In-service training
- Teacher-administrator relationships