Self-efficacy in Chilean Physical Education teachers from the Ñuble region: training and professional performance
Main Article Content
Abstract
This article analyzes the construct of self-efficacy, configured as the set of beliefs about the ability to execute action plans, in the teaching practice, in subjects participating in a psychometric research carried out with Chilean educators in the Nuble region and its relationship with aspects of training and education and professional performance, considering sociodemographic variables. This is a cross-sectional study with descriptive and comparative scope. A total of 193 Physical Education teachers from the Ñuble Region participated, aged 33.9±8.9 years (minimum=25 years and maximum=66 years). Of these, 65 of them are women and 128 were men. In the study, there was no significant difference in the perception of self-efficacy between genders; there was a greater perception of self-efficacy in classroom management in teachers with more than 25 years of experience, when compared to teachers with up to 7 years of experience. Regarding the level of training, teachers with postgraduate degrees showed greater self-efficacy compared to teachers who only graduated in the teaching and learning strategies dimension of each scale. There was a difference between teachers working in the public school system who showed greater self-efficacy in teaching and learning strategies, when compared to teachers working in the private school system.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This magazine is available in open access under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/).
References
Abdullah, N. (2020). Comparative Study of Classroom Management Strategies employed by Public and Private School English Language Teachers. Journal of Education & Educational Development, 7(1), 71–76. https://doi.org/10.22555/joeed.v7i1.2642
Backhoff, E., Baroja, J. L., Guevara, G. P., Morán, Y., & Vázquez, R. (2017). México en el proyecto TALIS-PISA: un estudio exploratorio. Importancia de las escuelas, directores, docentes y estudiantes en el aprendizaje de las matemáticas. Instituto Mexicano para la Evaluación de la Educación.
Bandura, A. (1997). Self-efficacy the exercise of control. New York: W.H. Freeman and company.
Berman, P., McLaughlin, M., Bass, G., Pauly, E. & Zellman, G. (1977). Federal Programs supporting educational change: factors affecting implementation and continuation (Inform No. R-1589/7-HEW). Santa Mónica, CA: The Rand Corporation (No. de Servicio de reproducción de documentos ERIC ED 140432).
Browers, A. & Tomic, W. (2003). A Test of the Factorial Validity of the Teacher Efficacy Scale. Research Education, 69, 67-79.
Carbonero, M., Ortiz, E., Martín, L., & Valdivieso, J. (2010). Identificación de las variables docentes moduladoras del profesor eficaz en Secundaria. Aula Abierta, 38(1), 15-24. https://www.unioviedo.es/reunido/index.php/AA/issue/view/1037/showToc
Chan, D. (2008). Dimensions of Teacher Self-efficacy among Chinese Secondary School Teachers in Hong Kong. Educational Psychology, 28(2), 181-194.
Cheung, H. (2006). The measurement of teacher efficacy: Hong Kong primary in-service teachers. Journal of Education for Teaching, 32(4), 435-451.
Chong, W., Klassen, R., Huan, V., Wong, I. & Kates, A. (2010). The relationships among school types, teacher efficacy beliefs, and academic climate: perspective from Asian middle schools. Journal of Educational Research, 103(3), 183-190.
Covarrubias, C. & Mendoza, M. (2015). Sentimiento de autoeficacia en una muestra de profesores chilenos desde las perspectivas de género y experiencia. Estudios pedagógicos (Valdivia), 41(1), 63-78. https://dx.doi.org/10.4067/S0718-07052015000100004
Covarrubias, C. y Mendoza, M. (2016). Determinantes e impacto de los sentimientos de autoeficacia en los profesores. Educación y Educadores, 19(3), 339-354. https://doi.org/10.5294/edu.2016.19.3.2
Dellinger, A., Bobbett, J., Olivier, D. & Ellett, C. (2008). Measuring teachers´ selfefficacy beliefs: development and use of the TEBS-Self. Teaching and Teacher Education, 24(2), 751-766.
Del Valle, S., De la Vega, R. & Rodriguez, M. (2015). Percepción de las competencias profesionales del docente de educación física en primaria y secundaria. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 15(59), 507-526.
Dominguez, S., Fernández, M., Merino, C., Navarro, J. & Calderón, G. (2019). Escala de Autoeficacia Docente: análisis estructural e invarianza de medición en docentes peruanos de escuelas públicas. Revista Argentina de Ciencias del Comportamiento, 11(3), 61-72.
Guskey, T. R. (2020). Flip the script on change. The Learning Professional, 41(2), 18–22.
García, C. (2010). La identidad docente: constantes y desafíos. Revista Interamericana de Investigación, Educación y Pedagogía, 3(1), 15-42. Disponible en: https://www.redalyc.org/articulo.oa?id=561058717001
García, F., Quesada, A., Romero-Ariza, M. & Abril, A. (2019). Promoting inquiry in mathematics and science: professional development of primary and secondary school teachers. Educación XX1, 22(2), 335–359. https://doi.org/10.5944/educXX1.23513
Guerra, P. (2008). Creencias epistemológicas y de eficacia docente de profesores que postulan al programa de acreditación de excelencia pedagógica y su relación con las prácticas de aula. (Tesis de Maestría). Santiago de Chile: Pontificia Universidad Católica de Chile.
Gibbs, G. (2003). Uso estratégico de la evaluación en el aprendizaje. En A. Brown y A. Glasner (Eds.), Evaluar en la universidad. Problemas y nuevos enfoques (pp. 61-75). Madrid: Narcea.
Gibson, L. & Dembo, M. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76(4), 569-582.
Gil-Flores, J. (2017). Características personales y de los centros educativos en la explicación de la satisfacción laboral del profesorado. Revista de Psicodidáctica, 22(1), 16-22. https://doi.org/10.1016/S1136-1034(17)30039-4
Hernández, J. L. & Velazquez, R. (2010). La educación Física a estudio. El profesorado, el alumnado y los procesos de enseñanza. Barcelona: Grao.
Iaochite, R. (2007) Auto-eficáciade docentes de educação física. (Tese Doutorado em Educação). Faculdade de Educação, Universidade Estadual de Campinas.
Iaochite, R., Azzi, R., Polydoro, S., & Winterstein, P. (2011) Autoeficácia docente, satisfação e disposição para continuar na docência por professores de educação física. Rev. Bras. Ciênc. Esporte, 33(4).
Klassen, R., Tze, V., Betts, S., & Gordon, K. (2011). Teacher efficacy research 1998-2009: signs of progress or unfulfilled promise? Educational Psychological Review, 23(1), 21-43. https://doi.org/10.1007/s10648-010-9141-8 (https://www.redalyc.org/journal/1794/179462782009/html/)
Klassen, R. & Chiu, M. (2010). Effects on teachers’ self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756.
Lazarides, R., Fauth, B., Gaspard, H., & Göllner, R. (2021). Teacher Self-efficacy and Enthusiasm: Relations to Changes in Student-perceived Teaching Quality at the Beginning of Secondary Education. Learning and Instruction, 73. https://doi.org/10.1016/j.learninstruc.2020.101435
Malinen, O. P., Savolainen, H. & Xu, J. (2012). Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526-534.
Ministerio de Educación (2015). Bases curriculares para enseñanza de 7° a 2° medio. Santiago, Chile.
Ministerio de Educación (2016). Orientaciones para la Elaboración del Plan de Formación Ciudadana. Santiago, Chile.
Ministerio de Educación. (2019). Bases curriculares para enseñanza de 3° a 4° medio. Santiago, Chile.
Ministerio de Educación. (2021). Estándares Pedagógicos y Disciplinarios para Carreras de Pedagogía en Educación Física y Salud. Santiago, Chile.
Pamplona, J., Cuesta, J. & Cano, V. (2019). Estrategias de enseñanza del docente en las áreas básicas: una mirada al aprendizaje escolar. Eleuthera, 21, 13–33. https://doi.org/10.17151/eleu.2019.21.2
Pérez, L. & Ochoa, A. (2017). La participación de los estudiantes en una escuela secundaria: retos y posibilidades para la formación ciudadana. Revista Mexicana de Investigación Educativa, 22(72), 179–207.
Perochena, P., Cárdenas, J., Mosquera, I. & Guerrero, E. (2020). Autoeficacia del profesorado de matemáticas colombiano en relación con su autopercepción laboral y con otras variables. UniversitasPsychologica, 19, 1-15. https://doi.org/10.11144/Javeriana.upsy19.apmc
Postareff, L. & Lindblom-Ylanne, S. (2008). Variation in teachers’ descriptions of teaching: broadening the understanding of teaching in Higher Education. Learning and Instruction, 18(2), 109-120.
Ribeiro de Melo, M. & Ribeiro, I. (2012) Profesoras catarinenses: Razões para escolher e permanecer na carreira. Sujetadores Rev. Historia educación, 12(3), 199-228. https://doi.org/10.4322/rbhe.2013.009
Rodríguez, M. (2017). Hacia un modelo de autoeficacia docente en Educación Primaria, Secundaria y Bachillerato. (Tesis Doctoral). http://hdl.handle.net/10486/681438
Saloviita, T. & Consegnati, S. (2019). Teacher attitudes in Italy after 40 years of inclusion British. Journal of Special Education, 46(4), 465-479. https://doi.org/10.1111/1467-8578.12286
Tschannen, M. & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: potential sources at play. Teaching and Teacher Education, 27, 751-761. https://doi.org/doi:10.1016/j.tate.2010.12.005
Tschannen, M., & Woolfolk, A. (2007). The differential antecedents of selfefficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 26(6), 944-956. http://doi.org//10.1016/j.tate.2006.05.003
Tschannen, M., & Woolfolk, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tsouloupas, C., Carson, R., Matthews, R., Grawitch, M., & Barber, L. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30, 173-189.
Usher, E. L. & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796. http://dx.doi.org/10.3102/0034654308321456
Valverde, O. (2011). Las creencias de autoeficiencia en la práctica pedagógica del docente universitario de Humanidades, Ciencias Sociales, Educación y Ciencias Administrativas. Axioma, 7, 33-36.
Venditti Jr., R. (2005). Análise da auto-eficácia docente de professores de educação física (Mestrado em Educação Física). Faculdade de Educação Física, Universidade Estadual de Campinas, Campinas.
Venditti Jr., R (2018). Escolhas profissionais e autoeficácia docente em educação física: aspectos motivacionais e especificidades de atuação. Curitiba: Appris.
Wolters, C. A. & Daugherty, S. G. (2007). Goal Structures and Teachers’ Sense of Efficacy: Their Relation and Association to Teaching Experience and Academic Level. Journal of Educational Psychology, 99(1), 181-193.
Woolfolk, A. (2006). Psicología educativa (9ª. ed.). México: Pearson-Educación.