Early career physical educators’ perceived efficacy, effectiveness, and emotional experience: a comparison between edTPA and non-edTPA completers

Abstract

ABSTRACT Purpose: The purpose of this study was to explore the influence of completing the edTPA on early career U.S. physical educators’ mastery attributions, teaching efficacy, perceived effectiveness, and emotional experience. Methods: A sequential mixed methods design was used. Early career physical educators (N = 72) completed a survey that investigated their mastery attributions, teaching efficacy, perceived effectiveness, and emotions. Follow-up interviews (n = 14) were conducted with first year teachers in both edTPA (n = 7) and UBWSP (n = 7) groups. Results: Quantitative analysis revealed no significant differences between the two groups in any of the four dependent variables. Qualitative analysis revealed that teachers found little value in their practicum projects with edTPA completers identifying specific elements as influential on their teaching. There is a need to devise a more meaningful teaching performance assessment that teachers can use as they transition into the profession.