Self-Efficacy of Physical Education Teachers in Primary Schools: differences because of gender and level of study
Abstract
Self-efficacy (SE) of Physical Education Teachers (PETs), namely the degree to which they feel effective in their work, is a key factor of the educational process. The purpose of this study was to identify possible effects because of gender and study specialization (bachelor, MSc, PhD degree) on the SE of PETs. One hundred and sixty PETs of primary education from all over the Greece participated in the survey: 87 (37 males, 50 females) were bachelor degree holders and 73 (34 males, 39 females) were MSc and PhD holders, who formed a single team. The initial form (52 questions/items) of the Self-Evaluation of Teacher Effectiveness Questionnaire in Physical Education (SETEQ-PE) by Kyrgiridis, Derri, Emmanouilidou, Chlapoutaki and Kioumourtzoglou (2014) was used to evaluate the PETs’ SE, after being adapted to the needs of this research. Two-way analysis of variance revealed a statistically significant interaction of gender and study specialization in the factors Feedback and Assessment, where males and females with MSc and PhD degree presented higher SE than their colleagues with a bachelor degree. Males with MSc and PhD diploma presented higher perceptions than their female colleges with the same level of studies as well. A statistically significant effect of gender was also observed in Adaptability, in favor of male educators, as well as of study specialization in the Implementation of Teaching Design, Learning Environment, Teaching Strategies, Communication Skills, Adaptability, Feedback, and Evaluation of Teaching & Student, in favor of MSc & PhD holders. In conclusion, study specialization and gender play a key role in PETs’ SE on significant elements of teaching.References
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