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

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 [= 5.4, = 0.82], self-efficacy to change [= 1.8, = 0.85], willingness to change [= 1.3, = 0.70]), and a fourth factor, related to likelihood to change (= 3.9, = 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 ( (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.

KEYWORDS:

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