Teachers’ self-efficacy, achievement goals, attitudes and intentions to implement the new Greek physical education curriculum

Abstract

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.

Relationships between teachers creativity fostering behaviors and their self-efficacy beliefs

“…Selection, internal rewards, emotional support, questioning and answering student questions can be given as examples of autonomous teacher behaviors (Stefanou et al, 2004;Reeve, 2006). Research findings regarding positive effects of high self-efficacy on positive learning outputs and findings about the positive effects of teachers with high self-efficacy on the teaching process also support the findings of this study (Tschannen- Moran and Woolfolk-Hoy, 2001;Savran-Gencer and Cakıroglu, 2007;Gorozidis and Papaioannou, 2011;Koc, 2013). Positive relationships identified between teachers' self-efficacy beliefs and creativity fostering behaviors are not surprising.…”

“…Therefore, teachers' judgments regarding their own professional competencies affect their attitudes, behaviors and practices that support, develop or enhance creativity or hinder and repress it. Teachers with high self-efficacy levels are open to novel ideas and new methods and they use student centered approaches in teaching (Gorozidis and Papaioannou, 2011;Koc, 2013). They support students' autonomy (Guvenc, 2011), are patient towards failure and criticize less when students make mistakes (Ashton and Webb, 1986, cited in Tschannen- Moran and Woolfolk-Hoy, 2001).…”

Teacher Self-Efficacy and Teaching Practices in the Health and Physical Education Curriculum in Taiwan

“…Despite this, researchers have generally accepted the value of TSE in influencing the desired outcome from students' performance, behavior, and motivation in the classroom (Tschannen-Moran & Woolfolk Hoy, 2001). For example, Gorozidis and Papaioannou (2011) found in their study of the TSE of 290 Greek junior high school physical education teachers that highly self-efficacious teachers had a positive attitude toward the physical education curriculum, implemented the highest number of teaching plans, and intended to continue their current efforts in the future. Teachers with high levels of self-efficacy are more likely to implement didactic innovations in the classroom, use classroom management approaches and teaching methods that allow students more autonomy and teachers less custodial control, take responsibility for students with special learning needs, manage classroom problems, and keep students interested in learning (Guskey & Passaro, 1994).…”

The Relationship Between Bureaucratic School Structures and Teacher Self-Efficacy

“…Teachers who have higher self-efficacy tend to support change, attempt innovation, continuously improve classroom practices to improve student learning, and assist students with learning difficulties (Jerald, 2007). Furthermore, teachers with high self-efficacy have been observed to possess positive characteristics such as assuming responsibility for both successes and failures (Guskey, 1987), thus contributing to the creation of a school culture that supports learning and professional improvement (Balcı, 2001), and adapting to change (Gorozidis & Papaioannou, 2011). Hoy and Woolfolk (1993) claimed that teacher self-efficacy perceptions are an important variable that needs to be considered when seeking to improve school performance and student learning.…”