Teaching self-efficacy and factors associated with the teaching practice of physical education faculty
Teaching self-efficacy (SE) refers to the belief that teachers/professors have in their own ability to exert a relevant effect on their students' engagement and learning, which is an important indicative of their pedagogical behavior. This associative, predictive empirical study aimed to invest...
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| Format: | Article |
| Language: | English |
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Universidade Estadual de Maringá
2020-03-01
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| Series: | Revista da Educação Física |
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| Online Access: | http://www.periodicos.uem.br/ojs/index.php/RevEducFis/article/view/45868 |
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| author | William das Neves Salles Alexandra Folle Gelcemar Oliveira Farias Juarez Vieira do Nascimento |
| author_facet | William das Neves Salles Alexandra Folle Gelcemar Oliveira Farias Juarez Vieira do Nascimento |
| author_sort | William das Neves Salles |
| collection | DOAJ |
| description | Teaching self-efficacy (SE) refers to the belief that teachers/professors have in their own ability to exert a relevant effect on their students' engagement and learning, which is an important indicative of their pedagogical behavior. This associative, predictive empirical study aimed to investigate teaching self-efficacy profiles and the factors associated with the teaching practice of Physical Education (PE) faculty. The College Teaching Self-Efficacy Scale was applied to 43 professors from a Brazilian public university, and data were analyzed by descriptive statistics, the Chi-Squared test, and Binary Logistic Regression (α=5%) on SPSS 25 software. Results revealed high teaching SE levels, both in the general scope and in the specific dimensions of professional practice (teaching planning, student engagement, in-class interaction promotion, learning assessment and self-assessment), besides evidencing strong associations between teaching SE dimensions. SE for teaching planning explained 34.40% of the variation in the professors' behavior, which indicates a need to carry out new investigations with a more in-depth analysis of the influence exerted by other personal, professional and contextual factors on the perceptions of teaching SE within the PE university context. |
| format | Article |
| id | doaj-art-81d20369929f40efb02500b52ae4e8bd |
| institution | OA Journals |
| issn | 1983-3083 1983-3083 |
| language | English |
| publishDate | 2020-03-01 |
| publisher | Universidade Estadual de Maringá |
| record_format | Article |
| series | Revista da Educação Física |
| spelling | doaj-art-81d20369929f40efb02500b52ae4e8bd2025-08-20T01:56:19ZengUniversidade Estadual de MaringáRevista da Educação Física1983-30831983-30832020-03-0131110.4025/jphyseduc.v31i1.311645868Teaching self-efficacy and factors associated with the teaching practice of physical education facultyWilliam das Neves Salles0Alexandra Folle1Gelcemar Oliveira Farias2Juarez Vieira do Nascimento3Federal University of Santa CatarinaFederal University of Santa CatarinaFederal University of Santa CatarinaFederal University of Santa CatarinaTeaching self-efficacy (SE) refers to the belief that teachers/professors have in their own ability to exert a relevant effect on their students' engagement and learning, which is an important indicative of their pedagogical behavior. This associative, predictive empirical study aimed to investigate teaching self-efficacy profiles and the factors associated with the teaching practice of Physical Education (PE) faculty. The College Teaching Self-Efficacy Scale was applied to 43 professors from a Brazilian public university, and data were analyzed by descriptive statistics, the Chi-Squared test, and Binary Logistic Regression (α=5%) on SPSS 25 software. Results revealed high teaching SE levels, both in the general scope and in the specific dimensions of professional practice (teaching planning, student engagement, in-class interaction promotion, learning assessment and self-assessment), besides evidencing strong associations between teaching SE dimensions. SE for teaching planning explained 34.40% of the variation in the professors' behavior, which indicates a need to carry out new investigations with a more in-depth analysis of the influence exerted by other personal, professional and contextual factors on the perceptions of teaching SE within the PE university context.http://www.periodicos.uem.br/ojs/index.php/RevEducFis/article/view/45868self-efficacyfacultyhigher educatioinphysical education |
| spellingShingle | William das Neves Salles Alexandra Folle Gelcemar Oliveira Farias Juarez Vieira do Nascimento Teaching self-efficacy and factors associated with the teaching practice of physical education faculty Revista da Educação Física self-efficacy faculty higher educatioin physical education |
| title | Teaching self-efficacy and factors associated with the teaching practice of physical education faculty |
| title_full | Teaching self-efficacy and factors associated with the teaching practice of physical education faculty |
| title_fullStr | Teaching self-efficacy and factors associated with the teaching practice of physical education faculty |
| title_full_unstemmed | Teaching self-efficacy and factors associated with the teaching practice of physical education faculty |
| title_short | Teaching self-efficacy and factors associated with the teaching practice of physical education faculty |
| title_sort | teaching self efficacy and factors associated with the teaching practice of physical education faculty |
| topic | self-efficacy faculty higher educatioin physical education |
| url | http://www.periodicos.uem.br/ojs/index.php/RevEducFis/article/view/45868 |
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