ERIC Number: EJ1148940
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Physical Education Teacher Change: Initial Validation of the Teacher Change Questionnaire-Physical Education
Kern, Ben D.; Graber, Kim C.
Measurement in Physical Education and Exercise Science, v21 n3 p161-173 2017
Program satisfaction, self-efficacy to change, and willingness to change, are dispositions that influence physical education teacher change. The study purpose was to validate an instrument measuring program satisfaction, self-efficacy to change, and willingness to change relative to teachers' likelihood to change. A 15-item Teacher Change Questionnaire-Physical Education was completed by 2,233 physical educators (50.2% female, 16.98 years experience ± 10.10). Exploratory factor analysis indicated a three factor structure of the Teacher Change Questionnaire-Physical Education (program satisfaction [? = 5.4, a = 0.82], self-efficacy to change [? = 1.8, a = 0.85], willingness to change [? = 1.3, a = 0.70]), and a fourth factor, related to likelihood to change (? = 3.9, a = 0.85). Confirmatory factor analysis, and structural equation modeling affirmed factor structure, instrument validity, and evaluated the hypothesis that decreases in program satisfaction and increases in self-efficacy to change and willingness to change predict increases in likelihood to change. Overall, the structural model fit the data (x[superscript 2] (155) = 917.69, p < 0.001, standardized root mean square residual = 0.04, root mean square error of approximation = 0.06, Comparative Fit Index = 0.92). The Teacher Change Questionnaire-Physical Education is a valid and reliable instrument, measuring teacher dispositions.
Descriptors: Physical Education Teachers, Test Validity, Questionnaires, Self Efficacy, Satisfaction, Change, Probability, Factor Analysis, Structural Equation Models, Hypothesis Testing, Program Effectiveness, Predictor Variables, Test Construction, Online Surveys, Teacher Surveys, Correlation, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
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