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Exploring Physical Educators' Efficacy Beliefs, Perceptions of Importance and Openness for Social and Emotional Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Physical Educators' Efficacy Beliefs, Perceptions of Importance and Openness for Social and Emotional Learning./
Author:	Olive, Caitlin.
Description:	1 online resource (42 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
Subject:	Physical education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29066696click for full text (PQDT)
ISBN:	9798351424972

Exploring Physical Educators' Efficacy Beliefs, Perceptions of Importance and Openness for Social and Emotional Learning.
Olive, Caitlin.

Exploring Physical Educators' Efficacy Beliefs, Perceptions of Importance and Openness for Social and Emotional Learning. - 1 online resource (42 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--The University of New Mexico, 2022.

Includes bibliographical references

In response to changes in student performance and behavior, social and emotional learning(SEL) has received increasing attention and interest in education (Bartlett, 2019). Physicaleducation (PE) has also given increased attention to implementing SEL in physical activityspaces (Richards et al., 2019). Thus, it is important to evaluate teachers' beliefs about SEL inorder to understand their willingness to implement this curriculum effectively. The purposeof this study was to evaluate the relationships of several environmental and personalperceptions about teaching on PE teachers' beliefs for implementing SEL. Physical educators(N = 157; 49.7% male) from the United States participated in this study. Teachers reportedlack of training on SEL as the largest barrier to implementing SEL in PE. MANOVAanalysis showed suburban teachers reported higher perceived culture for implementing SEL,while urban teachers reported greater levels of importance.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351424972Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Physical educationIndex Terms--Genre/Form:

542853
Electronic books.

Exploring Physical Educators' Efficacy Beliefs, Perceptions of Importance and Openness for Social and Emotional Learning.
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500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
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502 $a Thesis (Ph.D.)--The University of New Mexico, 2022.
504 $a Includes bibliographical references
520 $a In response to changes in student performance and behavior, social and emotional learning(SEL) has received increasing attention and interest in education (Bartlett, 2019). Physicaleducation (PE) has also given increased attention to implementing SEL in physical activityspaces (Richards et al., 2019). Thus, it is important to evaluate teachers' beliefs about SEL inorder to understand their willingness to implement this curriculum effectively. The purposeof this study was to evaluate the relationships of several environmental and personalperceptions about teaching on PE teachers' beliefs for implementing SEL. Physical educators(N = 157; 49.7% male) from the United States participated in this study. Teachers reportedlack of training on SEL as the largest barrier to implementing SEL in PE. MANOVAanalysis showed suburban teachers reported higher perceived culture for implementing SEL,while urban teachers reported greater levels of importance.
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538 $a Mode of access: World Wide Web
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653 $a Teacher perceptions
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