A Study Of The Linear Relation Structure Model Between Teacher Self-efficacy And Teaching Behaviour For Physical Educators

Por: Yi-hsiang Pan.

Athens 2004: Pre-olympic Congress

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Introduction
Bandura has been constructing self-efficacy theory since 1977. It is very important theory in the psychology, later
extensively applied in educational study. The self-efficacy theory was applied in the studies of the human behaviour and
it showed that human behaviour could be effect by their own self-efficacy. Gibson & Dembo(1984) used self-efficacy
theory to study teachers’ behaviour, but it has not almost applied for physical education in teaching. The main purpose
of the paper was to Confirm the Linear Structure Relation between Teacher Self-Efficacy and Teaching behaviour in the
physical education curriculum. It would understand whether Bandura’s self-efficacy theory could be applied in the area.
Hence, It is essential to Confirm the Linear Structure Relation between Teacher Self-Efficacy and Teaching behaviour
in the physical education.

Methods
Both quantitative and qualitative method were applied for the study. The survey research was applied to confirm the
hypothetical theory model and the participant observation, interview, and document analysis were applied to collect
qualitative data. The quantitative subjects included 842 elementary physical educators sampled by stratified random
cluster sampling method from whole elementary physical educators on Chinese Taipei. There were 2 high and low selfefficacy
qualitative subjects chosen according to their scale score which was tested by self-efficacy scale. The research
instrument was physical educator self-efficacy and teaching behavior scale designed by researcher just for this study.
Finally, The Linear Structure Relationship Model was used to test the hypothetical theory model whether it is fit or not,
and the qualitative data were used to interpret the model.

Results
This result indicated that the fit of the modified model was acceptable.(χ2
(8)=16.61(P>.05), RMSEA=0.04, GFI=0.99,
AGFI=0.98, NFI=0.99, CFI=1.00, RMR=0.01, SRMR=0.01, ECVI=0.05(0.30~0.45). It was confirmed well that
Bandura’s self-efficacy theory could be applied for physical educators. It showed that physical educator self-efficacy
affect positively teaching behavior. The qualitative data showed that higher self-efficacy physical educators used more
effective and active teaching strategy, made more teaching preparation, achieved more teaching objective, and practice
more multiple teaching evaluation.

Discussion/Conclusions
Bandura’s self-efficacy theory showed that people have better ability in some area that they would have more
motivation to do some behavior. Onofre & Carreiro(1996) also showed that higher self-efficacy teachers have more
positive attitude, more multiple method, and more active behavior to practice their teaching actions. If teachers have
higher teaching professional abilities, they would practice more better and active teaching behavior. The results also
conform that Tschannen-Moran, hoy, & hoy(1998) stated about multidimensional model of teacher efficacy. Therefor,
The conclusion was physical educator self-efficacy could affect positively teaching behavior, and it also confirm that
Bandura’s self-efficacy theory could be applied for physical educators. Based on the results of the study, Researches
will provide some advices for physical education educators and the future studies would also discussed.

References
[1]. Bandura, A.(1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-
215.
[2]. Gibson, S., & Dambo, M. H. (1984). Teacher efficacy : A construct validation. Journal of Educational Psychology,
76(4), 569-582.
[3]. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K.(1998). Teacher efficacy: Its meaning and measure.Review
of Educational Research, 68, 220-248.

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