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Teachers attitudes and enthusiasm about teaching are characteristics of effective teachers, and these characteristics affect student achievement. This study compared self-reported perspectives of secondary public school physical education (PE) teachers to all other secondary public school teachers regarding (a) attitudes toward the profession of teaching, (b) perceptions of their school climate and working environment, (c) job satisfaction, and (d) general characteristics and job responsibilities. Data were collected from a nationally representative sample of public school teachers in the United States. This study used descriptive statistics to describe secondary teachers perceptions of school climate, general characteristics, and attitudes toward teaching. Compared to teachers of other subjects, physical educators reported more job responsibilities outside of teaching and leadership roles in the school community. PE teachers also reported more positive levels of teacher satisfaction, professional support, and attitudes toward teaching. Based on these findings, recommendations related to physical educators attitudes-andperceptions are provided.
Research on teacher effectiveness encompasses teachers' qualities that influence student learning and academic achievement. Some major qualities of effective teachers focus on teachers' knowledge, skills, behaviors, responsibilities, and dispositions. Stronge (2018) described a Framework for Teacher Effectiveness derived from the research of Williams (2010), which included the following qualities of effective teaching: professional knowledge, assessment, instructional delivery, instructional planning, learning environment, and professionalism. The framework's professionalism construct is further categorized into exhibiting goals, values, dispositions, and beliefs. These attributes are important contributors to the teaching-learning process of effective teachers and have been associated with improved student learning. For example, a teacher's enthusiasm about teaching as a professional characteristic is a key aspect of instructional quality that has been found to affect student achievement by positively influencing students' motivation to learn (Breault, 2013; Kunter et al., 2013; Mitchell, 2013; Walberg & Paik, 2000; Stronge, 2018). Long and Hoy (2006) reported that students who experienced enthusiastic and interested teachers were not only more attentive and involved during class but also more engaged in subject-related activities outside of class. Similarly, Kunter et al. (2013) noted several studies (Frenszel et al., 2009; Kunter et al., 2008; Roth et al., 2007) that suggested student motivation to learn was influenced by teachers who view their occupation as enjoyable and intrinsically rewarding. In both instances, teachers created supportive learning environments for...