Physical Education Teacher Motivation, Self-Efficacy, and Burnout in a Successful, District-Wide Program

Authors

  • Keven A. Prusak Brigham Young University
  • Todd Pennington Brigham Young University
  • David Barney Brigham Young University
  • Carol Wilkinson Brigham Young University
  • Zack Beddoes Brigham Young University
  • Nathan Kahaialii Brigham Young University
  • Jamie Ohran Brigham Young University

DOI:

https://doi.org/10.18666/TPE-2025-V82-I3-12241

Abstract

 

 This study is the final piece in a line of research examining the functioning of a successful district-wide elementary physical education (PE) program. Previous papers in this line examined the district and school structures and functioning, history, and student and parent perceptions of this program, collectively providing valuable insights into systemic success in PE. The present study uses a mixed methods design to examine the motivation, self-efficacy, and burnout of district elementary PE teachers. Survey results indicate that the teachers in this district experience (a) high levels of job-related motivation, (b) self-efficacy toward classroom tasks and student needs, and (c) low levels of burnout. Qualitative analysis provides a more detailed understanding of sources of burnout and of various coping mechanisms they use to deal with it. Additional insights and implications that could provide useful for other programs seeking systemic success are discussed. 

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Published

2025-04-29

Issue

Vol. 82 No. 3 (2025)

Section

Articles

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