Abstract
In the teaching domain, self-efficacy (SE) is related to teachers' judgment about their own ability to achieve learning outcomes and student engagement. SE is formed by four sources of information: mastery experiences, vicarious experiences, social persuasion, and psychophysiological states. We measured and analyzed SE and its sources for teaching physical education. Student teachers (n = 114) from three universities responded to two Likert scales - Physical Education Teacher Self-Efficacy Scale and Teacher Self-Efficacy Scale Sources - and a social demographic questionnaire. SE for teaching was classified as moderate, and vicarious experiences and social persuasion were the main sources of information. Results were discussed for future researches related to teaching practices in undergraduate programs as well as in-service teacher training.
Highlights
Teaching is a complex, multifaceted, and dynamic process
In a study of science student teachers in Malaysia, Bakar et al (2008) reported that the highest level of self-efficacy for teaching was linked to the efficacy for student engagement” dimension (ESE) dimension and that all dimensions of teacher self-efficacy were positively correlated with the preparatory course
The results of the present study show that, among the sources postulated by Bandura (1997), situations related to vicarious experience and verbal persuasion had the highest averages, which conflicts with the results obtained by Poulou (2007)
Summary
Teaching is a complex, multifaceted, and dynamic process. The complexity stems from the intrinsic relationships among different variables involved in the process, as well as from and the extent to which they affect teaching. As indicated by a set of studies about teachers’ beliefs (Gibbs, 2003; Pajares, 1992), teachers must learn how to address the substantial cognitive, emotional, and practical demands that result from the relationships among interpersonal behaviors, environmental behaviors, and their own behaviors during the teaching process. Managing these demands requires that teachers have specific knowledge and skills, and that they believe in their own abilities to be resilient and persistent in the face of challenges (Fives & Buehl, 2008). Neto and games; the actual condition of physical inactivity of some high school students; poor school infrastructure; low levels of student participation in classes; and low levels of student effort (Martin & Kulinna, 2003; Marshall & Hardman, 2000)
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