Table 3.
Differences between implementors and non-implementors of DPA
| Implementors of DPA N = 159 |
Non-Implementors of DPA N = 27 |
|
|---|---|---|
| Mean (SD) | Mean (SD) | |
| Characteristics | ||
| Confidence and motivation implementing DPA | ||
| I feel confident implementing DPA. | 4.01 (0.8) | 3.15 (1.2)** |
| I can successfully encourage student participation in DPA. | 4.01 (0.7) | 3.46 (1)* |
| I feel motivated to incorporate DPA into my classroom. | 3.92 (0.8) | 2.9 (0.9)** |
| I feel knowledgeable about DPA strategies and techniques for use in my classroom. | 3.49 (1) | 2.9 (1.1)** |
| I feel unsure about implementing DPA. | 2.2 (0.8) | 3.2 (1)** |
| Institutional support | ||
| My school promotes messages of health and wellness for students. | 3.9 (0.9) | 3.7 (1.1) |
| My school administration supports the use of DPA in the classroom. | 3.7 (0.8) | 3.6 (0.8) |
| Other teachers within my school agree with my opinions on incorporating DPA. | 3.5 (0.8) | 3.5 (0.7) |
| Other teachers within my district agree with my opinions on incorporating DPA. | 3.6 (0.7) | 3.3 (0.7) |
| Classroom characteristics | ||
| There is time in the school day available for incorporating DPA. | 3.1 (1.1) | 2.5 (1.1)* |
| When I have incorporated DPA, my students often misbehaved. | 2.3 (0.7) | 3.1 (1)** |
| It is feasible to implement DPA into my classroom. | 3.7 (0.8) | 2.6 (0.9)** |
Note. * denotes p < .05; ** denotes p < .01