Early Career Physical Educators' Perceived Efficacy, Effectiveness, and Emotional Experience
Author | : Nolan C. Carey |
Publisher | : |
Total Pages | : 0 |
Release | : 2023 |
Genre | : Physical education and training |
ISBN | : |
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Purpose: The purpose of this study was twofold: (a) examine the impact of the edTPA on early career physical education teachers' self-efficacy, perceived effectiveness, and emotional status and (b) determine the major sources of efficacy for first year physical education teachers to identify which sources have transferred from their preservice experiences and which are more contextualized. Methods: A sequential explanatory mixed methods research design was used to answer the posed research questions. Seventy-two (N = 72) early career physical education teachers across 19 different states met inclusion criteria for the survey. Fourteen follow-up interviews of first year teachers were conducted and analyzed using both inductive and deductive coding techniques. Results: Quantitative analysis revealed no statistically significant differences between the two groups in any of the four dependent variables. Qualitative analysis of the follow-up interviews revealed that first year teachers who completed the edTPA extrapolated more out of the experience. Further qualitative analysis showed that student teaching, observing cooperating teachers, principals, students, and content knowledge were the five major sources of efficacy for first year teachers. Conclusion: The type of student teaching culminating project completed does not significantly alter the efficacy, perceived effectiveness, and emotional status of early career physical education teachers. There is a need for a more valuable project that student teachers can carry over as they transition into a full-time teacher. The identified sources of efficacy in this study have many implications for PETE training and K-12 schools.