Self-efficacy in Chilean Physical Education teachers from the Nuble region: training and professional performance
This article analyzes the construct of self-efficacy, configured as the set of beliefs about the ability to execute action plans, in the teaching practice, in subjects participating in a psychometric research carried out with Chilean educators in the Nuble region and its relationship with aspects of...
| Autores: | , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | Repositório Institucional da UNESP |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.unesp.br:11449/245282 |
| Acesso em linha: | http://dx.doi.org/10.24215/23142561e245 http://hdl.handle.net/11449/245282 |
| Access Level: | acceso abierto |
| Palavra-chave: | Self-efficacy Physical Education Professional performance Teacher self-efficacy and Social cognitive theory |
| Resumo: | This article analyzes the construct of self-efficacy, configured as the set of beliefs about the ability to execute action plans, in the teaching practice, in subjects participating in a psychometric research carried out with Chilean educators in the Nuble region and its relationship with aspects of training and education and professional performance, considering sociodemographic variables. This is a cross-sectional study with descriptive and comparative scope. A total of 193 Physical Education teachers from the Nuble Region participated, aged 33.9 +/- 8.9 years (minimum=25 years and maximum=66 years). Of these, 65 of them are women and 128 were men. In the study, there was no significant difference in the perception of self-efficacy between genders; there was a greater perception of self-efficacy in classroom management in teachers with more than 25 years of experience, when compared to teachers with up to 7 years of experience. Regarding the level of training, teachers with postgraduate degrees showed greater self-efficacy compared to teachers who only graduated in the teaching and learning strategies dimension of each scale.There was a difference between teachers working in the public school system who showed greater self-efficacy in teaching and learning strategies, when compared to teachers working in the private school system. |
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