The perception of teaching self-efficacy in Chilean physical education teachers inserted in the school edu-cation field
DOI:
https://doi.org/10.47197/retos.v48.95893Keywords:
Teaching self-efficacy, Physical Education, Quality, Teacher training.Abstract
The characteristics and effective practices of teachers have been a permanent concern in recent years, since it is essential to investigate the successful practices carried out by the most suitable teachers for teaching. Goal. To identify how Chilean Physical Education teachers who participate in the school education system value their self-efficacy. Methods. 133 male and female teachers who teach in the Chilean school system participated, either at the pre-school and basic levels, secondary education and at all levels. The self-efficacy questionnaire Teacher's Sense of Efficacy Scale (TSES), validated in Chile by Covarrubias & Mendoza (2016), was applied to them. Results. It was evidenced that male teachers report feeling more self-efficacious than their female peers, in turn, the group of teachers who work in the municipal education system have lower scores in all the factors of teacher efficacy. Teachers who work in paid and subsidized private establishments feel more self-efficacious when adapting the development of classes to the level of their students (p=.035). Teachers who work only in secondary education indicate that they are more self-efficacious in each of the factors, and also indicate that they can do more to calm down those students who misbehave (p=.040). Conclusion. The male and female professors participating in the study present similar scores in the level of self-efficacy, no significant differences are observed in the total scores by factor according to gender, administrative dependency, years of experience and educational level.
Keywords Teaching self-efficacy, Physical Education, Quality, Teacher training.
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