%0 Journal Article
%T Validation of a Questionnaire Designed to Measure Tunisian Physical Education Student Teachers¡¯ Concerns
%A Carlo SPALLANZANI
%A Fran£¿ois VANDERCLEYEN
%A Jean-Fran£¿ois DESBIENS
%A Naila BAL£¿
%A Sylvie BEAUDOIN
%J -
%D 2018
%X Student teachers¡¯ concerns correspond to what really matters to them. They encompass perceptions, values and deep-rooted attitudes, and frequently result from changes in the roles and responsibilities normally assumed (Philippot, 2014). In that sense, they show the actor¡¯s interests and/or intentions, and reflect needs that he may be experiencing. A careful study of student teachers¡¯ concerns is recommended since scientific literature shows these beliefs bring negative emotions associated notably with stress, occupational burnout, but also with a reduced professional commitment (Barroso da Costa and Loye, 2017). Such studies are necessary as well to improve training mechanisms and learning conditions available to future teachers, and to prevent early drop-out from the job. The findings of research carried out so far about student teachers¡¯ preoccupations should be interpreted with caution (Meek and Behets, 1999; Tsangaridou, 2006) since available measuring tools are unstable and yield hardly transferable results. Tunisia is currently lacking any valid instruments in French allowing to identify and assess the relative weight of student teachers¡¯ concerns. This paper is a collaborative effort between a team of Physical Education specialists of the University of Sherbrooke (Quebec, Canada) and a researcher from the Institut sup¨¦rieur du sport et de l¡¯¨¦ducation physique (ISSEP) Ksar Said of Tunisia. Its purpose is to describe the adopted systematic approach with a view to developing a tool to measure Tunisian Physical Education student teachers¡¯ concerns and testing its psychometric qualities. A total of 349 valid questionnaires (77.56%) were collected from a representative sample of graduating Physical Education student teachers from four Tunisian ISSEP (Ksar Said in Tunis [48.71%], le Kef [12.32%], Gafsa [15.47%] and Sfax [23,50%]) who were willing to participate in the study (men: 57.87%; women: 42.12%). This questionnaire was composed of 51 items drawn, on the one hand, from Murray-Harvey and collaborators (2000), and formulated, on the other hand, by specialists from both countries. A systematic and rigorous exploratory factor analysis protocol using polychoric correlations (Baglin, 2014) was implemented to build an instrument well-adapted to the context of initial training in Physical Education in Tunisia. Analyses were performed with SPSS Software (v. 21) and Factor 9.2 Software (Lorenzo-Seva and Ferrando, 2013). The results obtained enabled identifying a parcimonious (13 items) and robust (communality: .398 to .962; factor loadings: .540 to .904)
%K stress
%K questionnaire
%K Pr¨¦occupations
%K ¨¦ducation physique
%K stagiaires
%K validit¨¦
%U http://dergipark.org.tr/aujef/issue/34775/395075