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Correlating Self-Efficacy for Teaching Personal and Social Development With Other Aspects of Physical Educators’ Self-Efficacy

Paul M. Wright, Shaine Henert, Marilyn A. Looney


Research indicates physical education can foster personal and social development. However, few studies have examined teacher beliefs about delivering this aspect of the curriculum. To move research and practice forward, it is important to understand educators’ selfefficacy beliefs. Therefore, the purpose of this study was to examine the relationships between physical education teachers’ self-efficacy for teaching personal and social development, and other aspects of teachers’ self-efficacy. Participants were 116 (73 women, 43 men) practicing, licensed physical education teachers who completed the Exemplary Physical Education Curriculum Self-Efficacy Survey and the General Education Efficacy Survey. Pearson correlations indicate significant (p < 0.001) positive relationships (r > 0.30) between participants’ self-efficacy for teaching personal and social development and other aspects of physical education as well as general teacher efficacy. Findings support the relevance of selfefficacy for teaching personal and social development in physical education. Implications for practice and professional development are discussed as well as the need for continued research.

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social and emotional learning; professional development; physical education; teacher effectiveness

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