Physical Educators’ Intention and Confidence in Teaching Students with Disabilities in Physical Education

Abstract

Physical Educators’ Intention and Confidence in Teaching Students with Disabilities in Physical Education Mihye Jeong, Ph.D Abstract The purpose of this study was to examine physical educators’ teaching behavior in inclusive physical education settings. Two different models were proposed a) Theory of Planned Behavior (TPB) predicted intention and teaching behavior and b) Teachers’ Professional Attributes predicted competence and teaching behavior in inclusive physical education. Participants were 125 Korean physical educators and completed the questionnaire. Multiple regression revealed that the Theory of Planned Behavior significantly predicted physical educators’ intention, F (3, 121) = 42.25, p< .01. However, only intention had direct effect on educators’ teaching behavior. Teachers’ Professional Attributes predicted physical educators’ competence F (3, 106) = 17.67, p< .01. Professional knowledge followed by competence had direct effects on teaching behavior. Finally, Teachers’ Professional Attributes accounted for 32.5% of the total variance in teaching behavior, relatively high in comparison in with the Theory of Planned Behavior which showed 22.8% of the total variance in teaching behavior. Full Text: PDF DOI: 10.15640/jehd.v9n4a1