Perceptions of Self-Efficacy and its Impact on Student Learning

Perceptions of Self-Efficacy and its Impact on Student Learning. INTRODUCTION: The purpose of this study is to investigate the factors contributing to how physical educators perceive self- efficacy and the impact these... [ view full abstract ]

Perceptions of Self-Efficacy and its Impact on Student Learning.

INTRODUCTION:

The purpose of this study is to investigate the factors contributing to how physical educators perceive self- efficacy and the impact these factors have on student learning. Research indicates the way an individual perceives their competence may attribute to whether or not they perceive themselves as an effective teacher.  These perceptions may lead toward higher levels of motivation toward creating an environment that is conducive to learning.  Physical educators not only strive toward teaching motor skill, but also focus on influencing young people to make better decisions that lead to a healthy lifestyle.  In an environment such as physical education class, creating an atmosphere that raises the awareness of responsibility, inclusion and social justice is an important factor in developing the whole child.  Positive feelings of self- efficacy may impact the teacher’s ability to create a positive learning environment that leads toward the learning standards for physical education.

     This study will explore the variables that influence how physical educators view their own self-efficacy and how these perceptions influence choices teachers make to create positive learning environments.  

METHOD:

Mixed methods were developed for this study. A survey, “Perceptions of Self-Efficacy and its Impact on Student Learning” was used to gain insight on teacher’s perceptions of self-efficacy and how that effects student learning.  Qualitative data included formal interviews and observations.  Member check was used and second interview questions focused on the thoughts and feelings of the participants as it related to their observed behaviors and responses to interview questions.  

RESULTS:

Initial examination of the qualitative data reveal two major themes: (a) teachers exhibit higher self-efficacy when involved in professional development, (b) Teachers believe that effective teaching is related to increased motivation and creative planning.  Data continues to be analyzed.