Teaching effectiveness of Physical Educators: does it affect students’ engagement in the lesson?
Abstract
The purpose of the study was to evaluate the teaching effectiveness of Physical Education Teachers (PETs) and to determine whether their level of effectiveness affects the students’ engagement in the lesson. Twenty (N=20) elementary PETs were evaluated live in two lessons with the protocol/rubric “Evaluation of the Teaching Effectiveness in Physical Education” (ETE-PE) (Derri, Kyrgiridis, Emmanouilidou, & Arampatzi, 2019) based on the Self-Evaluation of Teaching Effectiveness Questionnaire in Physical Education (SETEQ-PE, Kyrgiridis, Derri, Emmanouilidou, Chlapoutaki & Kioumourtzoglou, 2014). Students’ engagement was evaluated with “Time Management Form” (Graham, 2008). The 40 observed lessons were classified in three groups (“low”, “medium” and “high” teaching quality) according to the performance of the participating PETs in the ETE-PE protocol. Non parametric test for independent samples (Kruskal Wallis) was applied to compare students’ engagement in the lesson, according to the level of their teachers’ effectiveness in ETE-PE. The results revealed statistically significant differences in students’ engagement among the three lesson groups, and in particular between “medium” and “low” and “high” and low” performance groups. The difference between “medium” and “high” performance group was not statistically significant. In conclusion, the PETs effectiveness level affects students’ engagement in the lesson.
Key words: evaluation; systematic observation; protocol; rubric.
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