‘Understanding secondary HPE teachers’ professional identity and self-efficacy to teach nutrition in schools in Australia’
Bibliographic record
Abstract
Low teacher self-efficacy has been acknowledged as a common barrier to teaching nutrition. Teachers’ professional identity interact reciprocally with their self-efficacy. Teachers who have a clear sense of their professional identity exhibit a stronger sense of self-efficacy. Likewise, teachers who have a strong sense of self-efficacy exhibit a clear sense of their professional identity. To date, the research on teachers’ professional identity tends to focus on generalist or pre-service teachers, and the development of their identities. Moreover, most findings on teachers’ self-efficacy to teach nutrition originate from Canada and the United States, leaving a gap in research within the Australian context. This research study aims to investigate the relationship between the professional identity of secondary Health and Physical Education (HPE) teachers ( five years of HPE teaching experience), and their self-efficacy to teach nutrition in schools. This study utilises an explanatory sequential mixed-methods design involving collecting and analysing quantitative and qualitative data across two phases. The first phase is built upon through the second qualitative phase to refine and explain the statistical results by exploring participants’ views in more depth. Data collection methods include an initial online survey comprising published questionnaires and opened ended questions which will provide data for clustering groups of participants using Ward’s cluster analysis method. Thematic analysis of the qualitative data and themes identified in the quantitative data from the survey will form an initial analysis of each cluster. The analysis will provide further description and present a deeper understanding of the participants within each cluster. Semi-structured interviews are then used in phase two to gather qualitative data that will further explain or elaborate on the results obtained in phase one, to provide a richer and thicker description of the participants within each cluster. The presentation at this conference will be a discussion of the preliminary findings of the data generated from the online survey in phase one of the study. The outcomes of this research will inform practicing secondary HPE teachers, teacher educators, and policy makers about the significance of developing a clear sense of HPE teachers’ professional identity and self-efficacy, as it is closely linked to their self-efficacy and experiences to teach nutrition. Also, the findings of this study will enable school communities to understand the need to support teachers’ development of their professional identity and self-efficacy. Subsequently, improvements to policies to support teachers’ development of their professional identity and self-efficacy can be enabled.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".