Changes in psychosocial perspectives among physical activity leaders: Teacher efficacy, work engagement, and affective commitment

Ann Pulling Kuhn; Aaron Beighle; Russell L. Carson; Darla M. Castelli

doi:10.1123/JTPE.2019-0274

Changes in psychosocial perspectives among physical activity leaders: Teacher efficacy, work engagement, and affective commitment

Ann Pulling Kuhn, Aaron Beighle, Russell L. Carson, Darla M. Castelli

Kinesiology and Health Promotion

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

Purpose: This study examined changes in physical education teachers’ psychosocial perspectives after participating in a yearlong professional development about Comprehensive School Physical Activity Programming. Method: Twenty-three intervention teachers attended a workshop in Year 1 and received one academic year of technical assistance and mentorship, and 30 control teachers only attended a workshop in Year 2. Both groups completed pre- and post-self-reported measures on teacher efficacy, work engagement, and affective commitment. Results: At posttest, intervention teachers reported significantly higher levels of affective commitment, and a significant positive relationship was revealed between affective commitment and the degree to which before-school physical activity was implemented. More experienced teachers (>20 years) reported significantly higher levels of the work engagement subscale of vigor at posttest. Discussion/Conclusion: Participating in a Comprehensive School Physical Activity Program professional development may positively influence teachers’ job commitment levels and invigorate more experienced teachers, which may relate to Comprehensive School Physical Activity Program implementation.

Original language	English
Pages (from-to)	484-492
Number of pages	9
Journal	Journal of Teaching in Physical Education
Volume	40
Issue number	3
DOIs	https://doi.org/10.1123/JTPE.2019-0274
State	Published - Jul 2021

Bibliographical note

Publisher Copyright:
© 2021 Human Kinetics, Inc.

Funding

This research was funded by the Robert Wood Johnson Foundation, Active Living Research program (I.D.: 69549), with in-kind support from the SHAPE America and the Louisiana Department of Education. Authors sincerely thank fellow task force members for creating the professional development system (Melanie Moore, Georgi Roberts, and Kimberly Ward); Allison Raguse for assisting with the training workshops and data collection process; all participating teachers; and advisory board members Michael Comeaux, Monica Lounsbery, and James Simmons.

Funders	Funder number
Active Living Research program	69549
Louisiana Department of Education and the Kansas Health Foundation
Robert Wood Johnson Foundation
SHAPE America

Keywords

Comprehensive School Physical Activity Programs
Professional development
Psychological variables

ASJC Scopus subject areas

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

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10.1123/JTPE.2019-0274

Cite this

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title = "Changes in psychosocial perspectives among physical activity leaders: Teacher efficacy, work engagement, and affective commitment",

abstract = "Purpose: This study examined changes in physical education teachers{\textquoteright} psychosocial perspectives after participating in a yearlong professional development about Comprehensive School Physical Activity Programming. Method: Twenty-three intervention teachers attended a workshop in Year 1 and received one academic year of technical assistance and mentorship, and 30 control teachers only attended a workshop in Year 2. Both groups completed pre- and post-self-reported measures on teacher efficacy, work engagement, and affective commitment. Results: At posttest, intervention teachers reported significantly higher levels of affective commitment, and a significant positive relationship was revealed between affective commitment and the degree to which before-school physical activity was implemented. More experienced teachers (>20 years) reported significantly higher levels of the work engagement subscale of vigor at posttest. Discussion/Conclusion: Participating in a Comprehensive School Physical Activity Program professional development may positively influence teachers{\textquoteright} job commitment levels and invigorate more experienced teachers, which may relate to Comprehensive School Physical Activity Program implementation.",

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AU - Castelli, Darla M.

PY - 2021/7

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N2 - Purpose: This study examined changes in physical education teachers’ psychosocial perspectives after participating in a yearlong professional development about Comprehensive School Physical Activity Programming. Method: Twenty-three intervention teachers attended a workshop in Year 1 and received one academic year of technical assistance and mentorship, and 30 control teachers only attended a workshop in Year 2. Both groups completed pre- and post-self-reported measures on teacher efficacy, work engagement, and affective commitment. Results: At posttest, intervention teachers reported significantly higher levels of affective commitment, and a significant positive relationship was revealed between affective commitment and the degree to which before-school physical activity was implemented. More experienced teachers (>20 years) reported significantly higher levels of the work engagement subscale of vigor at posttest. Discussion/Conclusion: Participating in a Comprehensive School Physical Activity Program professional development may positively influence teachers’ job commitment levels and invigorate more experienced teachers, which may relate to Comprehensive School Physical Activity Program implementation.

AB - Purpose: This study examined changes in physical education teachers’ psychosocial perspectives after participating in a yearlong professional development about Comprehensive School Physical Activity Programming. Method: Twenty-three intervention teachers attended a workshop in Year 1 and received one academic year of technical assistance and mentorship, and 30 control teachers only attended a workshop in Year 2. Both groups completed pre- and post-self-reported measures on teacher efficacy, work engagement, and affective commitment. Results: At posttest, intervention teachers reported significantly higher levels of affective commitment, and a significant positive relationship was revealed between affective commitment and the degree to which before-school physical activity was implemented. More experienced teachers (>20 years) reported significantly higher levels of the work engagement subscale of vigor at posttest. Discussion/Conclusion: Participating in a Comprehensive School Physical Activity Program professional development may positively influence teachers’ job commitment levels and invigorate more experienced teachers, which may relate to Comprehensive School Physical Activity Program implementation.

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Changes in psychosocial perspectives among physical activity leaders: Teacher efficacy, work engagement, and affective commitment

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

Access to Document

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