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Teacher self-efficacy and teaching practices in the health and physical education curriculum in Taiwan

Yi-Hsiang Pan (National Taiwan Sport University), Hung-Shih Chou (National Taiwan Sport University), Wei-Ting Hsu (National Taiwan Sport University), Chiung-Huang Li (Ming Chuan University), Yuh-Lin Hu (Da-Gang Elementary School)
Cite this article:  Pan, Y., Chou, H., Hsu, W., Li, C., & Hu, Y. (2013). Teacher self-efficacy and teaching practices in the health and physical education curriculum in Taiwan. Social Behavior and Personality: An international journal, 41, 241-250.
DOI: https://doi.org/10.2224/sbp.2013.41.2.241
Publication date: March 2013

Abstract


The purpose in this study was to confirm the relationship between teacher self-efficacy and teaching practices in the health and physical education (HPE) curriculum in Taiwan. We used stratified random sampling and cluster sampling methods to select 842 HPE teachers from elementary schools in Taiwan. They completed the Teacher Self-Efficacy Scale in HPE and the Teaching Practice Scale in HPE (Pan, 2006, 2007). Structural equation modeling was used to analyze the suitability of the hypothetical model. Results indicated that the model had acceptable goodness-of-fit and it was concluded that teachers’ self-efficacy has a positive effect on teaching practices in HPE.


Full Text: PDF  pp. 241-250