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The network of relations between Physical Education (PE) teachers’ self-efficacy, goal orientations, attitudes, intentions and behaviours concerning the implementation of a new PE curriculum was examined. Participants were 290 Greek junior high school PE teachers. Two years after the introduction of the new curriculum, participants responded to de-identified questionnaires with acceptable psychometric properties. Mastery-oriented and high self-efficacious teachers had positive attitudes towards the new curriculum, implemented the biggest number of teaching plans and they intended to do the same in the future. Performance approach goal orientation had low positive relationship with the implementation of teaching plans and no relationship with intention to do the same in the future, while performance avoidance goal was not related to any determinant of curriculum implementation and intention. The effects of mastery goal orientation on intention and behaviour were mediated by self-efficacy to achieve an educational aim which is an end in itself, that is, the promotion of students’ self-regulation in exercise settings. The effects of performance approach goal orientation on behaviour were mediated by self-efficacy to achieve a curricular goal which is a means to promote other educational aims, that is, the adoption of student-centred teaching styles. Teaching experience was negatively related to implementation of the new curriculum and with most of its determinants. Strategies aiming to strengthen teachers’ self-efficacy, mastery goals, attitudes and intentions to implement a new curriculum are suggested.

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The purpose of the study was the evaluation of a teacher in-service training program, namely “PE.T.Co.N.“, an online community of practice via Facebook groups. Drawing from Self-Determination theory (SDT), the program aimed at satisfying teachers’ autonomy, competence, and relatedness needs and facilitating their autonomous motivation. Pre-post measurements showed significant improvements in key variables that can determine training success. Preliminary quantitative group insights supported by qualitative data revealed enhanced participatory dynamics in terms of members’ interaction. Findings suggest that PE.T.Co.N. is a promising, innovative approach to teacher training. Implications are discussed in light of SDT.

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The present article reports on two studies (pilot and main) aiming to examine the psychometric properties of two scales assessing (a) teachers’ work motivation and (b) their involvement in non-teaching work tasks, and to explore the associations between the two constructs under the theoretical framework of self-determination theory (SDT). A Greek version of Blais’ Work Motivation Inventory (BWMI-TGr) was adapted for teachers, and a new instrument measuring teacher behaviour relevant to non-teaching work tasks was developed. Rigorous analyses supported the construct validity and internal consistency of the scales used. The findings suggested that teachers’ intrinsic motivation presents the most optimal patterns of relationships with non-teaching work behaviours, such as preparation for teaching, professional training, education-related reading, collaboration with parents, and participation in the school’s cultural activities. Identified and introjected regulations exhibited positive relationships only with teacher involvement in cultural activities, whereas external regulation had no positive relationship with non-teaching work tasks. The findings are discussed through the lens of SDT and strategies are proposed for school climate improvements, which target the cultivation of teachers’ intrinsic motivation at work.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0261/a.php" alt="Hit counter" /></p>

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