Document Type : Research Paper
Authors
1
Associate Professor, Department of Sports Management, Faculty of Sports Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran,
2
Student, Department of Sports Management, Faculty of Sports Sciences, Shahid Chamran University of Ahvaz, Ahvaz,
3
Assistant Professor in Sport Management Department, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
4
Assistant Professor in Sport Management Department, Faculty Of Sport Sciences,Shahid Chamran University Of Ahvaz, Ahvaz, Iran
Abstract
Physical literacy (PL) and self-efficacy are key factors influencing the quality of physical education(PE) teachers' instruction, and enhancing these two factors contributes to improving teaching quality. This study aimed to investigate the impact of a targeted professional development program (PDP) on Pl and self-efficacy beliefs among PE teachers. A quasi-experimental design with pre-test and post-test measures and a control group was employed. The study sample consisted of 70 PE teachers from Kermanshah Province who were actively teaching during the 2023–2024 academic year, The teachers were purposively selected from individuals with no prior participation in professional development workshops and were then randomly assigned to two groups: an experimental group (35 participants) and a control group (35 participants). Data were collected using the 9-item PL Perception Questionnaire (Sam et al, 2016) and the 24-item Teacher Self-Efficacy Questionnaire (Tschannen-Moran & Hoy, 2001). Following the pre-test and completion of the questionnaires, the experimental group participated in a selected PDP consisting of eight 120-minute sessions (adapted from the PDP by Sam et al., 2021). The control group did not receive any training. At the end of the sessions, the PL and teaching self-efficacy questionnaires were administered again to both groups. The data were analyzed using MANCOVA test. The results indicated that the selected PDP had a significant effect on PL and self-efficacy beliefs of PE teachers. This program provided substantial benefits for the knowledge content related to PL and their self-efficacy beliefs. Therefore, the inclusion of PDP in PE teacher training is recommended.
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