Teacher Change Questionnaire – Physical Education (TCQ-PE)

Program Satisfaction (PS) Question Block

Curriculum refers to the content you teach in your PE program, and includes all the units,
daily lessons, activities, and written materials such as lesson plans and assessments you use
in your program.

If you don't have a specified curriculum, please rate your satisfaction with the materials you
use to teach PE.

How satisfied are you overall with the curriculum you use to teach PE?
Extremely satisfied
Very satisfied
Moderately satisfied
Not very satisfied
Not at all satisfied

Instructional strategies are techniques or methods you use to teach students knowledge and
skills according to your curriculum.
Some examples of instructional strategies are: 1) demonstrations 2) brief and concise verbal
instructions 3) peer teaching 4) modified games

Please rate how satisfied you are overall with the instructional strategies you use to
teach PE.
Extremely satisfied
Very satisfied
Moderately satisfied
Not very satisfied
Not at all satisfied

Class management strategies are ways of organizing and operating your classroom so that
students can participate safely and learn from your teaching.
Procedures such as a) taking attendance, b) getting out and putting away equipment, and c)
transitioning between activities are examples of management strategies.

Please rate how satisfied you are overall with the management strategies you use to
teach PE.
Extremely satisfied
Very satisfied
 Moderately satisfied
Not very satisfied
Not at all satisfied

Assessments are any of the ways in which you determine how much your students know and
can do.
Some examples of assessments are: 1) unit tests 2) skills tests 3) student self-assessments
4) check lists

Please rate how satisfied you are overall with the assessments you use in your PE
classes.
Extremely satisfied
Very satisfied
Moderately satisfied
Not very satisfied
Not at all satisfied

The learning environment refers to the characteristics of your PE class that make it more or
less easy for students to learn what you are teaching.
Some examples of learning environment include: 1) student engagement and participation 2)
social interactions 3) student enjoyment

Please rate how satisfied you are overall with the learning environment in your PE
classes.
Extremely satisfied
Very satisfied
Moderately satisfied
Not very satisfied
Not at all satisfied

Please rate your current level of overall satisfaction with your PE program.
Extremely satisfied
Very satisfied
Moderately satisfied
Not very satisfied
Not at all satisfied
 Self-Efficacy to Change (SEtC) Question Block

How confident are you in your ability to make changes to all or part of your
PE curriculum?
Extremely confident
Very confident
Moderately confident
Not very confident
Not at all confident

How confident are you in your ability to make changes to the instructional strategies that
you use in your PE classes?
Extremely confident
Very confident
Moderately confident
Not very confident
Not at all confident

How confident are you in your ability to make changes to the class management
strategies that you use in your PE classes?
Extremely confident
Very confident
Moderately confident
Not very confident
Not at all confident

How confident are you in your ability to make changes to the assessments that you use
in your PE classes?
Extremely confident
Very confident
Moderately confident
Not very confident
Not at all confident

How confident are you in your ability to make changes to the learning environment in
your PE classes?

Extremely confident
Very confident
 Moderately confident
Not very confident
Not at all confident

Willingness to Change (WtC; Also referred to as “Innovativeness”)

Question Block

Please indicate your opinion of new ideas and ways of teaching PE by answering the
following statements.

Note: In the following statements, "New" refers to ideas or ways of teaching that are new to
you, not necessarily new in general.

Compared to others in your school, how soon do you accept new ideas or teaching
methods?
Much sooner than others
Somewhat sooner than others
About the same as others
Somewhat later than others
Much later than others

How enjoyable do you find trying out new ideas and teaching methods in
your PE program?
Extremely enjoyable
Very enjoyable
Moderately enjoyable
Not very enjoyable
Not at all enjoyable

How frequently do you seek out new ideas and teaching methods?
Extremely frequently
Very frequently
Moderately frequently
Not very frequently
Not at all frequently
How inventive/creative are you in the way you teach PE?
Extremely inventive/creative
Very inventive/creative
Moderately inventive/creative
Not very inventive/creative
Not at all inventive/creative

-----End of TCQ-PE items---

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Calculations based on (Kern & Graber, 2017)

Items should be set on a 1 to 5 scale with higher PS, SEtC, and WtC receiving higher scores
(no reverse scoring).

First, calculate a mean for all PS, SEtC, and WtC items for each survey respondent
separately. This should yield an average PS, SEtC, and WtC score for each.

Then calculate a sample mean for PS, SEtC, and WtC from each of the individual respondent
means (the mean of means).

Last, compare the sample means of PS, SEtC, and WtC to individual respondents in order to
gauge their relative change disposition, where the following are true:

Condition #1 – If PS is above mean, and either SEtC or WtC is below mean,

then = Not Change Disposed (NCD)

Condition #2 – If PS is below mean, and either SEtC or WtC is above mean,

then = Change Disposed (CD)

Condition #3 – If neither of the first two conditions is true,

then = Neutral

To see studies utilizing the TCQ-PE for categorization refer to (Kern et al., 2019; Kern & Graber,
2018)

Kern, B. D., & Graber, K. C. (2017). Physical education teacher change: Initial validation of the
teacher change questionnaire-physical education. Measurement in Physical Education and
Exercise Science, 21, 161–173. https://doi.org/10.1080/1091367X.2017.1319371
Kern, B. D., & Graber, K. C. (2018). Understanding teacher change: A national survey of U.S. physical
educators. Research Quarterly for Exercise and Sport, 89, 80–90.
https://doi.org/10.1080/02701367.2017.1411579
Kern, B. D., Graber, K. C., Woods, A. M., & Templin, T. J. (2019). The influence of socializing agents
and teaching context among teachers of different dispositions toward change. Journal of
Teaching in Physical Education, 38, 252–261. https://doi.org/10.1123/jtpe.2018-0175