Exploration of the Longitudinal Development of Physical Education Teacher Efficacy: Understanding the Key Influences Impacting Preservice Teachers

Abstract

Purpose: The purpose of this study is to investigate the longitudinal development of physical education (PE) teacher efficacy (TE) of preservice teachers. Method: Participants included 287 preservice teachers from six U.K. higher education institutions. Data were collected over 3 years using an online questionnaire that included a validated PE teaching efficacy scale with the same preservice teachers. Primary analysis included a one-way analysis of variance to examine variances across institutions, gender, and time, followed by four multilevel linear regression models using MLwiN. Results: No significant mean score differences were found in PE TE between entry point and program completion, F(5, 282) = 1.29, p = .268; F(5, 283) = 0.66, p = .65. Yet, significant differences in PE TE concerning gender, teaching, coaching, and voluntary experiences were found at the intralevel (p < .01). Discussion: The professionalization phase did not lead to significant advancements in PE TE. Findings support the necessity of a PE efficacy development model during professionalization.