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Teachers (n=37) from 31 secondary schools in Victoria, Australia, participated in a qualitative focus-group study using a semi-structured interview schedule. Focus-group recordings were transcribed, coded, and analysed with NVivo 11, and a social ecological model organized emergent themes. Individual factors included content knowledge, expectations, passion, enthusiasm, pedagogical content knowledge, and reflective practices; social factors included student–teacher relationships and out-of-class access. Findings inform effective-teaching priorities and discuss professional learning for pre-service and in-service senior-secondary physical education teachers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-perceptions-of-how-they-influence-student-academic-performance-in-vce-physical-education/316074/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-perceptions-of-how-they-influence-student-academic-performance-in-vce-physical-education/316074.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did the study investigate about VCE Physical Education teachers?","Question",{"text":112,"@type":113},"It investigated teachers’ perceptions of how those perceptions influence students’ academic performance in VCE Physical Education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and analysed?",{"text":117,"@type":113},"Teachers from 31 secondary schools participated in focus groups guided by a semi-structured interview schedule. The discussions were transcribed verbatim, coded and analysed using NVivo 11, and themes were categorised using a social ecological model.",{"name":119,"@type":110,"acceptedAnswer":120},"Which teacher-related factors were identified as influencing student academic performance?",{"text":121,"@type":113},"At the individual level, teachers perceived factors such as content knowledge, expectations, passion and enthusiasm, pedagogical content knowledge, and reflective practices. At the social level, they identified positive student–teacher relationships and student access to the teacher outside class time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},316074,1790056396,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 2 | Article 1 |\n| --- | --- |\n| 2018\u003Cbr>Teacher’s Perceptions of how they Influence Student Academic Performance in VCE Physical Education\u003Cbr>Rachael J. Whittle\u003Cbr>RMIT University, [rachael.whittle@rmit.edu.au](rachael.whittle@rmit.edu.au)\u003Cbr>Amanda Telford\u003Cbr>RMIT University, [amanda.telford@rmit.edu.au](amanda.telford@rmit.edu.au)\u003Cbr>Amanda C. Benson\u003Cbr>Swinburne University of Technology, [abenson@swin.edu.au](abenson@swin.edu.au) |  |\n\nRecommended Citation  \nWhittle, R. J., Telford, A., & Benson, A. C. (2018). Teacher’s Perceptions of how they Influence Student Academic Performance in VCE Physical Education. Australian Journal of Teacher Education, 43 (2).  \n[http://dx.doi.org/10.14221/ajte.2018v43n2.1](http://dx.doi.org/10.14221/ajte.2018v43n2.1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss2/1](http://ro.ecu.edu.au/ajte/vol43/iss2/1)  \nAustralian Journal of Teacher Education  \nTeacher’s Perceptions of how they Influence Student Academic Performance in VCE Physical Education  \nRachael J. Whittle  \nAmanda Telford  \nRMIT University  \nAmanda C. Benson  \nSwinburne University of Technology  \nAbstract: This research explored teacher perceptions of how they  \ninfluence academic performance of Victorian Certificate of Education  \n(VCE) Physical Education students. VCE Physical Education  \nteachers (n = 37) from 31 secondary schools in Victoria, Australia  \nparticipated in a qualitative study using focus groups with a semi  \nstructured interview schedule. Recorded focus group discussions  \nwere transcribed verbatim, coded and analysed (NVivo 11). A social  \necological model was used to categorise emergent themes. At the  \nindividual level teachers perceived content knowledge, expectations,  \npassion and enthusiasm, pedagogical content knowledge and use of  \nreflective practices to inform teaching as key factors influencing  \nstudent academic performance. Social level influences identified were  \npositive student-teacher relationships and student access to the  \nteacher outside of class time. The emergent themes highlight the  \nteacher perceptions of the key factors of effective teaching in this  \ncontext. Professional learning opportunities to improve effectiveness  \nof pre-service and in-service teachers of senior-secondary physical  \neducation are discussed.  \nIntroduction  \nEvidence suggests that teachers are the most important school based influence on student academic performance (Hattie, 2003; Kyriakides, Christoforou, & Charalambous, 2013; Rowe, 2003) and that they account for up to 30% of the variance in student achievement (Hattie, 2009) . Behaviour, specifically teacher behaviour, is in turn influenced by individual, social, physical environment and policy level factors (Elder et al., 2007) that impact on the decisions made by the teacher with respect to the pedagogical approach adopted. The intention of curricula in senior-secondary physical education is to apply key knowledge and skills within theoretical and practical contexts. Finding what constitutes the‘optimal methodology’ (Thorburn, 2003) is a constant challenge for teachers of seniorsecondary physical education if they are to influence student academic performance.  \nTeacher effectiveness has been strongly linked to student achievement and, as one aspect of teacher quality, can be measured by student achievement in standardised tests. Student academic performance, as argued by Cruickshank and Haefele (2001), is only one outcome of effective teaching. However, at the senior secondary level, academic performance is highly regarded as a measurement of student success and may be used by a wide range of stakeholders, including students, parents, teachers, higher education institutions and employers to make decisions on the students future, such as entrance into higher education or  \nVol 43, 2, February 2018 1  \nAustralian Journal of Teacher Education  \nthe labo","cbCaineV2Usrkrpy","https://ap.wps.com/l/cbCaineV2Usrkrpy","pdf",360778,26,"English","# Abstract\n# Introduction","[{\"question\":\"What did the study investigate about VCE Physical Education teachers?\",\"answer\":\"It investigated teachers’ perceptions of how those perceptions influence students’ academic performance in VCE Physical Education.\"},{\"question\":\"How was the research conducted and analysed?\",\"answer\":\"Teachers from 31 secondary schools participated in focus groups guided by a semi-structured interview schedule. The discussions were transcribed verbatim, coded and analysed using NVivo 11, and themes were categorised using a social ecological model.\"},{\"question\":\"Which teacher-related factors were identified as influencing student academic performance?\",\"answer\":\"At the individual level, teachers perceived factors such as content knowledge, expectations, passion and enthusiasm, pedagogical content knowledge, and reflective practices. At the social level, they identified positive student–teacher relationships and student access to the teacher outside class time.\"}]","Teacher’s Perceptions of how they Influence Student Academic Performance in VCE Physical Education | PDF",1789909606,66]