Classroom Teachers' Views of Pupils' Health and Wellness: An Aotearoa New Zealand Perspective

• In Event: 25.084 - MTCC Roundtable Session Seven
  In Roundtable Session: 25.084-5 - Physical Activity in Alternative Spaces and With Alternative Instructors

Abstract

The purpose, grounded in efficacy theory and teacher efficacy, was to better understand teachers’ and administrators’ views of classroom teachers’ role and influence in Physical Education (PE), Physical Activity (PA) behaviors, and health knowledge. Participants were from two schools selected as purposive sample. Data, collected from multiple sources to ensure trustworthiness, was analysed using constant comparison, and on-going analysis. Four themes emerged: (a) support for PA breaks; (b) support for curricular content; (c) teacher’s influence level; and (d) school environment and “Kiwi” culture. Overall, teachers and administrators felt efficacious in creating healthy and active schools. They did feel, however, that instructional self-efficacy could be improved through increased content and pedagogy taught in teacher education programs, and professional learning and development.

Authors

• Dominique Banville, George Mason University

• Ben P. Dyson, University of North Carolina at Greensboro

• Pamela Hodges Kulinna

• Michalis Stylianou, University of Queensland