Preservice Classroom Teachers’ Self-Efficacy Toward Providing Physical Activity in the Classroom

Abstract

Purpose: The purpose of this study was to understand preservice classroom teachers’ perceptions of and efficacy toward providing physical activity (PA) during the school day. Method: One hundred and seventy-one participants (89% women; 12 universities; 25% secondary) participated in this exploratory sequential mixed-methods study. Teachers participated in a survey that included validated scales, and 20 teachers participated in follow-up interviews. Results: A series of analyses of variance showed significant differences between level of certification sought and teacher efficacy toward providing PA, specifically in areas of institutional and general self-efficacy. Regressions revealed that PA enjoyment was the only significant predictor of teacher efficacy (general, psychological, institutional, and educational efficacy) toward providing PA. Qualitative themes included: (a) perceived benefits of PA, (b) the need for meaningful preparation, and (c) motivation and enjoyment. Conclusion: Increasing PA enjoyment and providing professional development could help preservice classroom teachers be more efficacious toward providing PA in the classroom.