Perceived teaching efficacy and coeducational vs. single-sex grouping in physical education teachers

Arto Gråstén, Marja Kokkonen

Research output: Contribution to journalArticlepeer-review


In many countries, sex equality is an essential aim of physical education (PE) curricula, while the PE grouping practices are widely hetero-normative. As far as there is a discrepancy between the curricula and practice, equality will not fully take place. This study examined the associations between PE teachers’ perceived teaching efficacy (student engagement, instruction, class management) and preferences for single-sex (i.e. juridical sex) vs. coeducational grouping in PE. The analysis, based on a cross-sectional online survey of 175 Finnish PE teachers, showed that higher perceived class management was associated with the stronger preferences for single-sex PE. Associations of teacher’s age and teaching experience with the preferences for coeducational vs. single-sex PE showed considerable heterogeneity. PE teachers’ teaching efficacy, especially in class management, for teaching diverse groupings of students could be improved through in-service teacher training in accordance with the national curriculum.

Original languageEnglish
Pages (from-to)123-137
Number of pages15
JournalCurriculum Studies in Health and Physical Education
Issue number2
Publication statusPublished - 2022
Externally publishedYes


  • curriculum
  • equality
  • mixed-sex grouping
  • School
  • sex segregation

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Education
  • Physical Therapy, Sports Therapy and Rehabilitation


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