What makes a physical education teacher? Personal characteristics for physical education development.

enthusiasm; interest; personality; physical education; self-efficacy; teacher; teacher education; Female; Humans; Male; Motivation; Physical Education and Training; School Teachers; Self Efficacy; Educational Personnel; Teacher Training; Education; Developmental and Educational Psychology; self‐; efficacy

Abstract :

[en] [en] BACKGROUND: The physical education (PE) teacher is a decisive factor for PE development and teaching. Reflecting on and making the best possible use of the PE teachers' personal resources positively influence teacher effectiveness and student achievement. This requires a comprehensive analysis of PE teachers' personal characteristics. AIMS: Consequently, this study aimed to describe PE teachers by using an aggregated examination of PE teachers' synergistic personal characteristics and analysing gender, age, and school type differences. SAMPLE: 1,163 German PE teachers (61.9% female; M = 43.16 ± 10.8 years) from six different school types participated in the study. METHODS: Participants completed self-report questionnaires assessing PE teachers' General Personality Traits, General Interests, and Motivational Characteristics (Teacher Self-Efficacy, Enthusiasm, and Interests). Descriptive analyses, between subjects MANOVAs, and univariate ANOVAs with pairwise multiple comparison tests were applied. RESULTS: Multivariate gender differences occurred for General Personality Traits (η2 = .04), General Interests (η2 = .07), and Motivational Characteristics (η2 = .03); age differences for General Personality Traits (η2 = .03); school type differences for General Personality Traits (η2 = .05); and Motivational Characteristics (η2 = .11). Considering individual dimensions, gender revealed most univariate differences, especially in General Personality Traits and General Interests. School types revealed most univariate differences in Motivational Characteristics. CONCLUSION: The educational personnel can (1) make use of the PE teachers' general stable factors by aligning teaching accordingly, for example considering teachers' gender and (2) specifically foster PE teacher personal development regarding Motivational Characteristics by, for example adapting teacher education or professional training to the particular school type.

Precision for document type :

Review article

Disciplines :

Education & instruction

Author, co-author :

Schnitzius, Melina ^✱; Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Germany

LEMLING, Alina Sarah ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Teaching and Learning

Spengler, Sarah ; Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Germany

Blaschke, Simon ; Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Germany

Mess, Filip ^✱; Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Germany

^✱ These authors have contributed equally to this work.

External co-authors :

yes

Language :

English

Title :

What makes a physical education teacher? Personal characteristics for physical education development.

Publication date :

December 2021

Journal title :

British Journal of Educational Psychology

ISSN :

0007-0998

Publisher :

John Wiley and Sons Ltd, England

Volume :

Issue :

Pages :

1249 - 1274

Peer reviewed :

Peer Reviewed verified by ORBi

Additional URL :

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjep.12415

Funding text :

We would like to thank Deutscher Sportlehrerverband (DSLV) e.V. for the cooperation and the support in the process of sample recruitment.

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since 17 December 2024

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