Autoeficacia de los profesores de educación física: ¿cómo contribuye a la consecución de los objetivos generales del deporte nacional? (Self-efficacy of physical education teachers: how does it contribute to achieving the overarching objectives of national sport?)
DOI:
https://doi.org/10.47197/retos.v58.108159Palabras clave:
Self-efficacy, Physical Education, Teachers, National Sport Grand DesignResumen
La autoeficacia es la convicción de que uno puede realizar las tareas necesarias para lograr objetivos específicos. La autoeficacia de los profesores es crucial en el entorno de la educación física para promover el compromiso activo en la consecución de los objetivos del Gran Diseño del Deporte Nacional (DBON). Este estudio pretende examinar la autoeficacia de los profesores de educación física y cómo afecta a su participación en la aplicación del DBON. El método de investigación utilizado fue una encuesta descriptiva con un enfoque cuantitativo. La muestra de la investigación consistió en 40 profesores de educación física del distrito de Cilacap a nivel de escuela primaria seleccionados por muestreo aleatorio. Los datos se recogieron mediante cuestionarios que medían el nivel de autoeficacia y la participación de los profesores en los programas DBON. Los datos se analizaron mediante técnicas estadísticas descriptivas e inferenciales. Este estudio reveló que la autoeficacia media de los profesores de deporte para contribuir a la consecución de los objetivos del Gran Diseño Deportivo Nacional (DBON) relacionados con el aumento de la cultura deportiva en la comunidad era del 90,78%. Además, la autoeficacia media de los profesores de deporte en cuanto a la capacidad, la sinergia y la productividad de los logros deportivos nacionales es del 88,12%. La autoeficacia media de los profesores de deporte en relación con la mejora de la economía basada en el deporte es del 87,08%. Estos resultados indican que el nivel de autoeficacia de los profesores de educación física se sitúa en la categoría de moderado a alto. Existe una correlación positiva significativa entre la autoeficacia de los profesores y su nivel de participación en las actividades del DBON, donde los profesores con un nivel de autoeficacia alto tienen más probabilidades de participar activamente en programas de desarrollo deportivo en escuelas y comunidades. La conclusión de este estudio es que el aumento de la autoeficacia de los profesores de educación física puede contribuir significativamente al éxito de la aplicación del Gran Diseño Deportivo Nacional. Las recomendaciones incluyen formación y talleres para mejorar la autoeficacia de los profesores, así como el apoyo de la escuela y el gobierno para facilitar la participación activa de los profesores en los programas DBON.
Palabras clave: Autoeficacia, Educación Física, Profesores, Gran Diseño Deportivo Nacional
Abstract. Self-efficacy is the conviction that one can perform the tasks required to accomplish specific goals. Teachers' self-efficacy is crucial in the physical education environment to promote active engagement in achieving the objectives of the Great Design of National Sport (DBON). This study aims to examine physical education teachers' self-efficacy and how it affects their participation in DBON implementation. The research method used was a descriptive survey with a quantitative approach. The research sample consisted of 40 physical education teachers in Cilacap district at the elementary school level selected by random sampling. Data were collected through questionnaires measuring the level of self-efficacy and teachers' participation in DBON programs. Data were analyzed using descriptive and inferential statistical techniques. This study revealed that the average self-efficacy of sports teachers in contributing to achieving the goals of the National Sports Grand Design (DBON) related to increasing sports culture in the community was 90.78%. In addition, the average self-efficacy of sports teachers in terms of capacity, synergy, and productivity of national achievement sports is 88.12%. The average self-efficacy of sports teachers related to improving the sports-based economy is 87.08%. These results indicate that the level of self-efficacy of physical education teachers is in the moderate to high category. There is a significant positive correlation between teachers' self-efficacy and their level of participation in DBON activities, where teachers with high self-efficacy are more likely to be actively involved in sports development programs in schools and communities. The conclusion of this study is that increasing physical education teachers' self-efficacy can significantly contribute to the successful implementation of the National Sport Grand Design. Recommendations include training and workshops to improve teachers' self-efficacy as well as support from the school and government to facilitate teachers' active participation in DBON programs.
Keywords: Self-efficacy, Physical Education, Teachers, National Sport Grand Design
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