The purpose of our study was to examine the impact of mentoring-based professional development on physical education teachers' efficacy. Experienced mentor teachers were paired (n = 15) with inexperienced protégé teachers (n = 15) at the beginning of a yearlong intervention study. It was hypothesized that teachers would increase their efficacy to use pedometers and computers to enhance instruction, and reduce their computer anxiety. Repeated-measures ANOVAs for mentors and protégés revealed a variety of significant main effects. We found increases in computer and pedometer efficacy. A second set of repeated-measures ANOVAs based on mentors', protégés', and control groups' scores revealed a significant interaction for computer efficacy, indicating that both mentors and protégés significantly increased their computer efficacy compared with the control group. Finally, a significant interaction effect was also found for pedometer efficacy, again indicating that both groups significantly increased their efficacy compared with control teachers.
Educational Methods | Kinesiology | Sports Sciences | Sports Studies | Teacher Education and Professional Development
Martin, J. J., McCaughtry, N., Kulinna, P., Cothran, D., & Faust, R. (2008). The effectiveness of a mentoring-based professional development on physical education teachers’ pedometer and computer efficacy and anxiety. Journal of Teaching in Physical Education, 27(1), 68-82.