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Understanding Administrator and Teacher Perceptions: Barriers and Opportunities in Implementing Elementary Physical Activity Programs
Understanding Administrator and Teacher Perceptions: Barriers and Opportunities in Implementing Elementary Physical Activity Programs
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103003
- ISBN
- 9798280720510
- DDC
- 613.71
- 서명/저자
- Understanding Administrator and Teacher Perceptions: Barriers and Opportunities in Implementing Elementary Physical Activity Programs
- 발행사항
- [Sl] : The Florida State University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 131 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
- 주기사항
- Advisor: Zuilkowski, Stephanie.
- 학위논문주기
- Thesis (Ed.D.)--The Florida State University, 2025.
- 초록/해제
- 요약This exploratory case study investigates the impact of administrator and teacher perceptions on the implementation of Teacher-Directed Physical Education (TDPE) programs within Duval County Public Schools (DCPS). Amid growing concerns about the decline in physical activity opportunities for elementary-aged students, this research seeks to understand the barriers and facilitators of TDPE implementation from the perspectives of key stakeholders. The study employed semi-structured interviews with administrators, classroom teachers, and physical education teachers from three diverse elementary schools in DCPS. Participants shared insights into their attitudes toward physical activity, their understanding of state and district mandates, and their experiences with TDPE program implementation.Findings reveal that administrators' priorities, teacher confidence, and resource availability significantly influence TDPE implementation fidelity. While participants acknowledged the cognitive, social, and emotional benefits of physical activity, competing academic priorities and lack of teacher training emerged as key challenges. Successful implementation was often supported by collaborative efforts between classroom and physical education teachers, as well as strong leadership from administrators. Recommendations emphasize the need for mandatory professional development, enhanced district-level oversight, and increased funding to address resource gaps. Furthermore, fostering family and community engagement and aligning physical activity goals with academic objectives are highlighted as strategies to enhance program outcomes.This study contributes to the broader discourse on physical activity in schools by offering actionable insights for improving TDPE implementation. It underscores the importance of aligning policy mandates with classroom realities and fostering a culture that values movement as integral to holistic student development. Future research should explore the long-term impacts of TDPE on student outcomes and investigate scalable solutions to address disparities in physical activity opportunities across varying educational contexts.
- 일반주제명
- Physical education
- 일반주제명
- Educational leadership
- 일반주제명
- Elementary education
- 기타저자
- The Florida State University Educational Leadership & Policy Studies
- 기본자료저록
- Dissertations Abstracts International. 86-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798280720510
■035 ▼a(MiAaPQ)AAI31840260
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a613.71
■1001 ▼aAlbritton, Heather N.▼0(orcid)0009-0004-3156-3030
■24510▼aUnderstanding Administrator and Teacher Perceptions: Barriers and Opportunities in Implementing Elementary Physical Activity Programs
■260 ▼a[Sl]▼bThe Florida State University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a131 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-12, Section: A.
■500 ▼aAdvisor: Zuilkowski, Stephanie.
■5021 ▼aThesis (Ed.D.)--The Florida State University, 2025.
■520 ▼aThis exploratory case study investigates the impact of administrator and teacher perceptions on the implementation of Teacher-Directed Physical Education (TDPE) programs within Duval County Public Schools (DCPS). Amid growing concerns about the decline in physical activity opportunities for elementary-aged students, this research seeks to understand the barriers and facilitators of TDPE implementation from the perspectives of key stakeholders. The study employed semi-structured interviews with administrators, classroom teachers, and physical education teachers from three diverse elementary schools in DCPS. Participants shared insights into their attitudes toward physical activity, their understanding of state and district mandates, and their experiences with TDPE program implementation.Findings reveal that administrators' priorities, teacher confidence, and resource availability significantly influence TDPE implementation fidelity. While participants acknowledged the cognitive, social, and emotional benefits of physical activity, competing academic priorities and lack of teacher training emerged as key challenges. Successful implementation was often supported by collaborative efforts between classroom and physical education teachers, as well as strong leadership from administrators. Recommendations emphasize the need for mandatory professional development, enhanced district-level oversight, and increased funding to address resource gaps. Furthermore, fostering family and community engagement and aligning physical activity goals with academic objectives are highlighted as strategies to enhance program outcomes.This study contributes to the broader discourse on physical activity in schools by offering actionable insights for improving TDPE implementation. It underscores the importance of aligning policy mandates with classroom realities and fostering a culture that values movement as integral to holistic student development. Future research should explore the long-term impacts of TDPE on student outcomes and investigate scalable solutions to address disparities in physical activity opportunities across varying educational contexts.
■590 ▼aSchool code: 0071.
■650 4▼aPhysical education
■650 4▼aEducational administration
■650 4▼aEducational leadership
■650 4▼aElementary education
■653 ▼aAdministrator perceptions
■653 ▼aPhysical activity
■653 ▼aTeacher perceptions
■653 ▼aDuval County Public Schools
■653 ▼aClassroom teachers
■690 ▼a0523
■690 ▼a0514
■690 ▼a0449
■690 ▼a0524
■71020▼aThe Florida State University▼bEducational Leadership & Policy Studies.
■7730 ▼tDissertations Abstracts International▼g86-12A.
■790 ▼a0071
■791 ▼aEd.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17356612▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
