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dc.contributor.authorMerica, Christopher Barton
dc.contributor.authorEgan, Cate A.
dc.contributor.authorWebster, Collin A.
dc.contributor.authorMindrila, Diana
dc.contributor.authorKarp, Grace Goc
dc.contributor.authorPaul, David R.
dc.contributor.authorOrendorff, Karie Lee
dc.date.accessioned2023-01-26T18:09:49Z
dc.date.available2023-01-26T18:09:49Z
dc.date.issued2022-09
dc.identifier.citationMerica CB, Egan CA, Webster CA, Mindrila D, Karp GG, Paul DR, Orendorff KL. Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation. International Journal of Environmental Research and Public Health. 2022; 19(19):12005. https://doi.org/10.3390/ijerph191912005en_US
dc.identifier.issn1660-4601
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/17643
dc.description.abstractComprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers’ confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers’ role breadth self-efficacy (RBSE) as a measure of PE teachers’ CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers’ CSPAP-related confidence.en_US
dc.language.isoen_USen_US
dc.publisherMDPI AGen_US
dc.rightscc-byen_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.subjectwhole of school physical activityen_US
dc.subjectphysical educationen_US
dc.subjectphysical education teacher educationen_US
dc.subjectteacher socializationen_US
dc.subjectrole breadth self-efficacyen_US
dc.titleAssociation of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementationen_US
dc.typeArticleen_US
mus.citation.extentfirstpage1en_US
mus.citation.extentlastpage21en_US
mus.citation.issue19en_US
mus.citation.journaltitleInternational Journal of Environmental Research and Public Healthen_US
mus.citation.volume19en_US
mus.identifier.doi10.3390/ijerph191912005en_US
mus.relation.collegeCollege of Education, Health & Human Developmenten_US
mus.relation.departmentHealth & Human Development.en_US
mus.relation.universityMontana State University - Bozemanen_US


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