The Role of Teacher Gender in High School Physical Education

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Research on Physical Education Students and Policy (Table 18)

Abstract

Guided by social role and social cognitive theories, the purpose of this study was to determine the extent to which teacher gender affects 9th grade physical education students’ learning of caloric-balance knowledge. Students’ (n=1,041) caloric-balanced living knowledge was assessed before/ after two-unit intervention curriculum. Multivariate analysis revealed statistically significant effect for teacher gender on knowledge gain scores (Hotelling’s Trace = .079, F (1,169) = 6.52, p = .002). Follow-up analysis by curriculum unit showed no gender impact on unit 1 pre-test and post-test knowledge gain scores (p = .391). Gender impact was found on knowledge gain scores post-unit 2 (Female M=10.437 Male M=7.685, p = .001). Findings suggest teacher gender impact may take effect based on different unit content emphasis.

Authors

• Alexander Clayton Moss, University of North Carolina - Greensboro
  Presenting Author

• Chaojie Shang, University of North Carolina - Greensboro
  Non-Presenting Author

• Jihyun Song, University of North Carolina - Greensboro
  Non-Presenting Author

• Alireza Hosseinikhezri, University of North Carolina - Greensboro
  Non-Presenting Author

• Ang Chen, University of North Carolina - Greensboro
  Non-Presenting Author