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

Yi-Hsiang Pan1, Hung-Shih Chou1, Wei-Ting Hsu1, Chiung-Huang Li2, Yuh-Lin Hu3
1Graduate Institute of Physical Education, National Taiwan Sport University, Taiwan
2Department of Physical Education, Ming Chuan University, Taiwan
3Da-Gang Elementary School, Taiwan
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.

Volume 41 Issue 2 | e2628 | Published: March 2013 | DOI: https://doi.org/10.2224/sbp.2013.41.2.241

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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.

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