Abstract
This study aimed to confirm the influence of pre service teachers’ physical self-concept on physical education teaching efficacy and to verify the moderating effect of teacher efficacy for teacher–student relationships perceived by preservice teachers in this relationship. To this end, a survey was conducted on 121 preservice teachers at universities of education located in the metropolitan area. Descriptive statistical and correlation analyses were conducted in consid eration of the study’s purpose, and the moderating effect was verified through hierarchical regression analysis. The following results were obtained: First, preservice teachers’ physical self-concept and teacher efficacy for teacher–student relationships showed a positive correlation with physical education teaching efficacy. Second, the teacher efficacy for teacher–student rela tionships of pre service teachers exerted an independent influence on the physical education teaching efficacy even when the description of physical self-concept was controlled. Third, the teacher efficacy for teacher–student relationships of preservice teachers statically moderated the relationship between physical self-concept and physical education teaching efficacy. This study found that physical self-concept and teacher efficacy for teacher–student relationships are meaningful psychological variables to enhance physical education teaching efficacy.
Published Version
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