Physical Education Teacher Change: Initial Validation of the Teacher Change Questionnaire-Physical Education

Ben D. Kern, Kim C. Graber

Research output: Contribution to journalArticle

Abstract

Program satisfaction, self-efficacy to change, and willingness to change, are dispositions that influence physical education teacher change. The study purpose was to validate an instrument measuring program satisfaction, self-efficacy to change, and willingness to change relative to teachers’ likelihood to change. A 15-item Teacher Change Questionnaire-Physical Education was completed by 2,233 physical educators (50.2% female, 16.98 years experience ± 10.10). Exploratory factor analysis indicated a three factor structure of the Teacher Change Questionnaire-Physical Education (program satisfaction [λ= 5.4, α = 0.82], self-efficacy to change [λ = 1.8, α = 0.85], willingness to change [λ = 1.3, α = 0.70]), and a fourth factor, related to likelihood to change (λ = 3.9, α = 0.85). Confirmatory factor analysis, and structural equation modeling affirmed factor structure, instrument validity, and evaluated the hypothesis that decreases in program satisfaction and increases in self-efficacy to change and willingness to change predict increases in likelihood to change. Overall, the structural model fit the data (X2 (155) = 917.69, p < 0.001, standardized root mean square residual = 0.04, root mean square error of approximation = 0.06, Comparative Fit Index = 0.92). The Teacher Change Questionnaire-Physical Education is a valid and reliable instrument, measuring teacher dispositions.

Original languageEnglish (US)
Pages (from-to)161-173
Number of pages13
JournalMeasurement in Physical Education and Exercise Science
Volume21
Issue number3
DOIs
StatePublished - Jul 3 2017

Keywords

  • dispositions toward change
  • factor analysis
  • reliability
  • structural equation modeling
  • validity

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation

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