Teachers’ Teaching Styles and Self-Efficacy in Physical Education

Στεφάνου, Γεωργία; Tsapakidou, Aggeliki

doi:10.18848/1447-9494/cgp/v14i08/45452

Cited by 12 publications

(13 citation statements)

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“…Also, as expected (see Bandura, 2006;Betoret, 2006;Betoret & Artiga, 2010), a high sense of self-efficacy was associated with rational thinking and search of diverse and more flexible strategies to solve the problem. This specific finding might hind that teachers with these characteristics actively involved in teaching and learning process, resulting in students' progress (see Evers et al, 2002;Stephanou & Tsapakidou, 2007;Wolters & Daugherty, 2007).…”

Section: Inter-effects Of Efficacy Beliefs and Problem-solving Appraisalmentioning

confidence: 99%

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Στεφάνου¹,

Oikonomou²

2018

PSYCH

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This study aimed to examine: 1) teachers' self-reported emotions experienced at school, problem-solving appraisal, self-efficacy and school collective-efficacy; 2) the effects of self-efficacy on the formulation of collective-efficacy and problem-solving appraisal, and on the impact of problem-solving appraisal on collective-efficacy; 3) the influential role of efficacy beliefs, problem-solving appraisal and their inter-effects in the emotions; and 4) the effect of teaching level (primary/secondary school) in the examined concepts. The sample consists of 256 primary and secondary school teachers, 92 men and 164 women, who came from various Greek state schools. Data were collected at the middle of a school year, and they were analyzed between and within groups across all constructs. The results revealed: 1) teachers experienced positive emotions from moderate to high intensity, and negative emotions from low to high intensity, particularly context-, task-and self-related; 2) a moderate to high sense of both efficacy beliefs and problem-solving appraisal (except for personal control that was low); 3) while problem-solving appraisal influenced collective-efficacy, its effect was to a significant extent mediated by self-efficacy; 4) self-efficacy, problem-solving appraisal and collective-efficacy had complimentary impact on the emotions, with self-efficacy being the most powerful formulator of most of them; and 5) the primary school teachers, compared to secondary school teachers, felt more intense positive emotions, had a stronger sense of school collective-efficacy and reported lower impulsive and personal control in problem-solving. The findings are discussed with re-

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Section: Inter-effects Of Efficacy Beliefs and Problem-solving Appraisalmentioning

confidence: 99%

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Στεφάνου¹,

Oikonomou²

2018

PSYCH

Self Cite

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“…In PE research, teacher self-efficacy has been linked to professional development Martin, McCaughtry, Hodges Kulinna, Cothran, & Faust, 2008), and teachers and students behavior (Martin & Hodges Kulinna, 2004;Martin & Hodges Kulinna, 2005). Martin and Hodges Kulinna (2003), Stephanou and Tsapakidou (2007) conducted research with a selfefficacy scale on a sample of PE teachers. They were followed by Humphries et al (2012), who developed the multi-dimensional teaching efficacy instrument specific to personal educators' for PE.…”

Section: Self-efficacymentioning

confidence: 99%

Czech self-efficacy scale for physical education majors towards children with disabilities

Baloun¹,

Kudláček²,

Sklenaříková³

et al. 2016

Acta Gymnica

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“…Hein et al (2012) found that physical education teachers use teacher-centered teaching styles in Spain, Hungary, Estonia, Lithuania and Latvia. Stephanou and Tsapakidou (2007) found that physical education teachers in Greece prefer teacher-centered styles more. Jaakkola and Watt (2011) determined that physical education teachers preferred teacher-centered styles over student-centered styles in Finland.…”

Section: Discussionmentioning

confidence: 97%

Physical Education Teachers’ Using of Teaching Styles Levels and Their Perceptions Towards Styles in Public and Private Schools in Turkey

Yildiz

Karakullukçu

2019

WJE

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The purpose of this research is to determine the using of teaching styles of physical education teachers in public andprivate schools in Turkey and related to these styles to find out the value perceptions. The research was performedout with survey model. The research group consisted of simple random sampling method based on the probabilitysampling methods 2017-2018 Academic Year in Turkey in Kayseri province 109 of them work at public schools and47 of them work at private schools and totally 156 physical education teachers. As the data collection tool the“Physical Education Teachers Use of Teaching Styles and Perceptions of Styles Questionnaire”, developed byKulinna and Cothran (2003) and adapted to Turkish by Ince and Hunuk (2010), was used in the research. In theanalysis of the data the Arithmetic mean, standard deviation, independent t-test and variance analysis tests were usedfor repeated measurements. The meaningfulness level was adopted as α=0.05. As a result of the research, it wasdetermined that physical education teachers in public and private schools use teaching centered teaching styles.

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Teachers’ Teaching Styles and Self-Efficacy in Physical Education

Cited by 12 publications

References 0 publications

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Czech self-efficacy scale for physical education majors towards children with disabilities

Physical Education Teachers’ Using of Teaching Styles Levels and Their Perceptions Towards Styles in Public and Private Schools in Turkey

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