"We can do this": Physical educators' role breadth self-efficacy to be involved with CSPAPs from an occupational socialization perspective.

This article focuses on exploring how physical education teachers’ (PETs) lifetime socialization experiences influence their role breadth self-efficacy—their confidence to undertake expanded professional roles—in implementing the Comprehensive School Physical Activity Program (CSPAP), a U.S. whole-of-school framework aimed at increasing youth physical activity. Using occupational socialization theory, which includes acculturation (K–12 experiences), professional socialization (teacher education), and organizational socialization (in-service work), the study identifies key factors such as positive role modeling, mastery experiences during teacher preparation, mentorship, social support, and school resources that shape PETs’ efficacy and involvement with CSPAPs. Findings suggest that supportive socializing agents and opportunities to lead physical activity initiatives enhance PETs’ confidence and motivation to serve as physical activity leaders, while negative childhood experiences can also fuel their commitment to change. The study recommends further research on mentorship and best practices in teacher education and school environments to better prepare and support PETs in leading CSPAPs.