Self-Efficacy Perceptions for Teaching Physical Education of in-Service and preservice Physical Education teachers.

Abstract

Purpose of the present study was to compare the self-efficacy perceptions of in-service and preservice Physical Education (PE) teachers regarding specific elements of the dimensions of effective physical education teaching. The sample consisted of 100 in-service and 120 preservice PE teachers. Participants’ perceptions of their teaching effectiveness were recorded using the Self-Evaluation of Teacher Effectiveness in Physical Education questionnaire (SETEQ-PE). This instrument includes 25 items, which comprise six factors of effective teaching: Implementation of Physical Education content, Lesson delivery, Learning environment, Instructional strategies, Student and teaching assessment, and Use of technology. According to the Mann–Whitney U test results, in-service PE teachers consider themselves more effective than PE preservice teachers in the Implementation of PE content in aspects related to teaching tactics, enriching teaching with knowledge from various scientific fields, and integrating topics related to physical activity into instruction. Regarding the Learning Environment, in-service PE teachers outperform preservice teachers in their ability to individualize instruction to enhance students’ motor development, as well as their social and emotional growth, while also ensuring a safe and supportive classroom climate. In the domain of Student and Teaching Evaluation, preservice PE teachers reported higher self-efficacy across all related practices, including peer and self-assessment, and the involvement of colleagues and students in the evaluation process. Moreover, in-service PE teachers reported greater confidence in using and integrating technology in their teaching practices, such as videos and computers. In conclusion, the findings of this study reveal significant differences in self-efficacy beliefs between in-service and preservice PE teachers, particularly in areas such as content implementation, learning environment, evaluation, and the use of technology. These results offer useful insights for enhancing the initial preparation of future PE teachers and underscore the need for continued professional development among those already in the field.