Effect of teachers' gender on the importance of physical education, motivational climate, disruptive behaviors, future practice intentions, and academic performance

The aim was to understand if Physical Education (PE) teachers' gender has any effect on the importance given to this subject, motivational climate perceived by students, disruptive behaviors, intention to engage in leisure-time physical activity, and academic performance. The sample was composed by 890 students of PE (M-age = 15.49; SD = 1.79) from five public and private school centers of ESO and BACH of the Region of Murcia and the Region of Alicante. The questionnaire used comprised the scale importance and utility of PE, motivational climate perceived of PE teacher, the PE classroom instrument, intention to partake in leisure-time physical activity, and a questionnaire on students' general data. Descriptive analyses, correlations, and linear multilevel regression models were performed. The results obtained in this research demonstrate that teachers' gender influences motivational climates and the importance that students give to PE.