Self-Efficacy: Its Effects on Physical Education Teacher Candidates' Attitudes toward the Teaching Profession

Autor/inn/en	Eroglu, Cihan; Unlu, Huseyin
Titel	Self-Efficacy: Its Effects on Physical Education Teacher Candidates' Attitudes toward the Teaching Profession
Quelle	In: Educational Sciences: Theory and Practice, 15 (2015) 1, S.201-212 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Foreign Countries; Preservice Teachers; Physical Education Teachers; Teacher Attitudes; Teacher Effectiveness; Self Efficacy; Teaching (Occupation); Teacher Surveys; Cognitive Measurement; Statistical Analysis; Correlation; Scores; Gender Differences; Statistical Significance; Prediction; Data Analysis; Multiple Regression Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Teaching; Lehrberuf; Statistische Analyse; Korrelation; Geschlechterkonflikt; Vorhersage; Auswertung; Türkei
Abstract	This study's main aim was to determine physical education (PE) teacher candidates' self-efficacy levels and attitudes toward the PE teaching profession. Designed on a survey model, this study was conducted during the 2011-2012 academic year. A total of 601 PE teacher candidates studying in the PE and sports teaching programs of six different universities in Turkey participated in the study. Study data were collected using the "Teacher Self-Efficacy Scale (TSES)" and the "Attitude Scale for the Profession of Physical Education Teaching (ASPPET)." Descriptive analysis, t-test, Pearson Correlation Coefficient Technique, and Multiple Regression Analysis methods were used for data analyses. PE teacher candidates were observed to deem themselves as moderately self-efficient in terms of the points they scored on the TSES as a whole (M = 142.56, SS = 40.820) and on its subscales (M[subscript IS] = 47.62, SS = 14.169; M[subscript CM] = 47.97, SS = 13.885; M[subscript SE] = 46.96, SS = 13.873). In addition, PE teacher candidates scored high points on the ASPPET as a whole (M = 83.49, SS = 16.584) and its subscales (M[subscript AP] = 48.38, SS = 10.613; M[subscript CP] = 35.10, SS = 8.731). The study found no gender-based statistically significant difference between the self-efficacy of PE candidate teachers (t(599) = 1.363, p > 0.05) and their attitudes toward the PE teaching profession (t(599) = 1.943, p > 0.05). Another result gleaned from this study was the positive and statistically significant relationship between the points scored on the TSES as a whole and its subscales and on the ASPPET as a whole and its subscales (r = 0.247, p < 0.01). The study also showed that PE teacher candidates' self-efficacy levels did not constitute an important predictor for either the ASPPET as a whole (R2 = 0.062, F = 13.072, p < 0.01) or for its subscales (AP = R2 = 0.081, F = 17.497; p < 0.01; CP = R2 =0 .017, F = 3.410 p < 0.01). (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01