My Turn to Make a Difference: Efficacy Trends among Induction Physical Educators
My Turn to Make a Difference: Efficacy Trends among Induction Physical Educators
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DOI：
10.1080/02701367.2019.1650878
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发表时间：
2019-10-14
影响因子：
2.2
通讯作者：
Kulinna, Pamela Hodges
中科院分区：
文献类型：
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作者：
Ensign, Julene;Woods, Amelia Mays;Kulinna, Pamela Hodges
目的：本研究以10名入职体育教师为对象，对影响入职体育教师效能感发展的因素进行了纵向考察。方法：在三年的时间里，在七个时间点收集了结构化访谈和体育教学效能量表的数据。利用混合方法的方法，通过已知的影响职业周期的各种因素的透镜，分析数据的定性主题和定量趋势。结果如下：在个人环境中，积极的个人倾向，平衡竞争需求的能力，以及高水平的感知支持的存在，成为效能的建设性增强剂。在组织环境中，积极的影响包括满足利益相关者期望的能力和与教学任务相关的感知信心。随着时间的推移，衡量内容知识功效、适应技能水平差异、教授有特殊需要的学生和指导的调查类别存在显着差异。此外，性别、地理位置/环境和学校分类也存在显著差异。结论：效能水平在开始体育教育工作者是高度动态的和特定的背景下，但存在的高水平的感知支持，个人和组织，可以积极提高效率的入门教师与平衡内外的课堂需求。其影响包括需要进行真实和彻底的职前培训，并在就业后获得足够的资源。
Purpose: This study provides a longitudinal examination of the influences enhancing or constraining the development of efficacy in ten induction physical educators. Method: Over a span of three years, data from structured interviews and responses to the Physical Education Teaching Efficacy Scale were collected at seven time points. Utilizing a mixed-methods approach, data were analyzed for qualitative themes and quantitative trends through the lens of various factors known to influence the career cycle. Results: In the personal environment, the presence of positive individual dispositions, the ability to balance competing demands, and high levels of perceived support emerged as constructive enhancers of efficacy. In the organizational environment, positive influences included the ability to meet the expectations of stakeholders and perceived confidence related to the tasks of teaching. Over time, significant differences existed for the survey categories measuring efficacy in content knowledge, accommodating skill level differences, teaching students with special needs, and instruction. Furthermore, significant differences also occurred related to gender, geographical location/setting, and school classification. Conclusion: Efficacy levels in beginning physical educators are highly dynamic and context-specific, but the presence of high levels of perceived support, both personally and organizationally, can positively enhance the efficacy of induction teachers related to balancing demands both inside and outside the classroom. Implications include the necessity for authentic and thorough preservice training and upon employment, access to adequate resources.