Pirie, WendyGibbons, AndrewDuncan, ScottJones, RachelBruijns, BrianneTucker, PatriciaHarris, Nigel2025-06-102025-06-102025-06-09Australasian Journal of Early Childhood, ISSN: 1836-9391 (Print); 1839-5961 (Online), SAGE Publications. doi: 10.1177/183693912513495501836-93911839-5961http://hdl.handle.net/10292/19294Early Childhood Education (ECE) has potential to influence physical activity levels and participation among children. Factors include early childhood educator’s teaching practices, self-efficacy and quality of the movement environment. A cross-sectional study of early childhood teachers’ self-reported, self-efficacy using online Early Childhood Educator Confidence in Outdoor Movement, Physical Activity, Sedentary and Screen Behaviours (ECE-COMPASS) Questionnaire and ECE movement environment from Movement Environment Rating Scale (MOVERS) was assessed. Descriptive statistics were conducted to analyse data. Early childhood teachers (n = 42) rated (means [SD]) for task (7.2 ± 2.3) and barrier (7.0 ± 2.5) self-efficacy (out of 10). ECE (n = 6) movement environment quality (out of 7); 1 (4.0 ± 1.1), 2 (4.0 ± 0.4), 3 (3.8 ± 0.6), 4 (4.0 ± 0.6) and overall total score (4.0 ± 0.3). Early childhood teachers rate themselves as self-efficacious in delivering physical activity; however, quality of the movement environment was adequate.© The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).1301 Education Systems1303 Specialist Studies in Education1701 Psychology3903 Education systems5201 Applied and developmental psychologyearly childhood educationphysical activitychildrenteachersself-efficacyJournal ArticleOpenAccess10.1177/18369391251349550