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 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).https://creativecommons.org/licenses/by/4.0/1301 Education Systems1303 Specialist Studies in Education1701 Psychology3903 Education systems5201 Applied and developmental psychologyearly childhood educationphysical activitychildrenteachersself-efficacyJournal ArticleOpenAccess10.1177/18369391251349550