The Influence of Self-Efficacy and Work Input on Physical Education Teachers' Creative Teaching

To explore the influence of different background factors on middle school PE teachers' self-efficacy, work input and creative teaching, and to reveal the relationship between teaching self-efficacy and work input on creative teaching. By means of self-efficacy, work engagement and creative teac...

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Published inFrontiers in psychology Vol. 10; p. 2856
Main Authors Xiong, Yan, Sun, Xi-Yang, Liu, Xue-Qian, Wang, Ping, Zheng, Bing
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 08.01.2020
Subjects
creative teaching
physical edcation
Psychology
self-efficacy
structural model
work Input
work Input
creative teaching
physical edcation
structural model
self-efficacy
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Abstract To explore the influence of different background factors on middle school PE teachers' self-efficacy, work input and creative teaching, and to reveal the relationship between teaching self-efficacy and work input on creative teaching. By means of self-efficacy, work engagement and creative teaching scale, a questionnaire survey was conducted among middle school PE teachers, and the data were processed and modeled by SPSS and AMOS statistical analysis software. Physical education (PE) teachers' self-teaching effectiveness was influenced by background factors such as gender, age, teaching age, full-time or part-time work and educational level. Work input was only affected by age, teaching experience and educational level, while creative teaching seemed to be only related to background factors such as educational background and full-time or part-time work; PE teachers' general teaching effectiveness and personal teaching effectiveness had significant positive effects on energy input, concentration input, dedication input, cognitive creativity, skill creativity and emotional creativity; Concentration input had a significant positive impact on the three-dimensional of creative teaching, while energy input and dedication input had no impact on the three-dimensional of creative teaching; Work input as an intermediary variable of self-efficacy's influence on creative teaching had been verified, but the real intermediary role was not the whole work input, but the concentration input in its structure. Both general and individual teaching effectiveness had positive effects on work input and creative teaching, but the energetic and dedicated input in work input cannot promote teachers' creative teaching effectively. Therefore, the professional ethics training of PE teachers in their enthusiasm and dedication to work should be strengthened.
AbstractList To explore the influence of different background factors on middle school PE teachers' self-efficacy, work input and creative teaching, and to reveal the relationship between teaching self-efficacy and work input on creative teaching. By means of self-efficacy, work engagement and creative teaching scale, a questionnaire survey was conducted among middle school PE teachers, and the data were processed and modeled by SPSS and AMOS statistical analysis software. Physical education (PE) teachers' self-teaching effectiveness was influenced by background factors such as gender, age, teaching age, full-time or part-time work and educational level. Work input was only affected by age, teaching experience and educational level, while creative teaching seemed to be only related to background factors such as educational background and full-time or part-time work; PE teachers' general teaching effectiveness and personal teaching effectiveness had significant positive effects on energy input, concentration input, dedication input, cognitive creativity, skill creativity and emotional creativity; Concentration input had a significant positive impact on the three-dimensional of creative teaching, while energy input and dedication input had no impact on the three-dimensional of creative teaching; Work input as an intermediary variable of self-efficacy's influence on creative teaching had been verified, but the real intermediary role was not the whole work input, but the concentration input in its structure. Both general and individual teaching effectiveness had positive effects on work input and creative teaching, but the energetic and dedicated input in work input cannot promote teachers' creative teaching effectively. Therefore, the professional ethics training of PE teachers in their enthusiasm and dedication to work should be strengthened.
ObjectivesTo explore the influence of different background factors on middle school PE teachers’ self-efficacy, work input and creative teaching, and to reveal the relationship between teaching self-efficacy and work input on creative teaching.MethodsBy means of self-efficacy, work engagement and creative teaching scale, a questionnaire survey was conducted among middle school PE teachers, and the data were processed and modeled by SPSS and AMOS statistical analysis software.ResultsPhysical education (PE) teachers’ self-teaching effectiveness was influenced by background factors such as gender, age, teaching age, full-time or part-time work and educational level. Work input was only affected by age, teaching experience and educational level, while creative teaching seemed to be only related to background factors such as educational background and full-time or part-time work; PE teachers’ general teaching effectiveness and personal teaching effectiveness had significant positive effects on energy input, concentration input, dedication input, cognitive creativity, skill creativity and emotional creativity; Concentration input had a significant positive impact on the three-dimensional of creative teaching, while energy input and dedication input had no impact on the three-dimensional of creative teaching; Work input as an intermediary variable of self-efficacy’s influence on creative teaching had been verified, but the real intermediary role was not the whole work input, but the concentration input in its structure.ConclusionBoth general and individual teaching effectiveness had positive effects on work input and creative teaching, but the energetic and dedicated input in work input cannot promote teachers’ creative teaching effectively. Therefore, the professional ethics training of PE teachers in their enthusiasm and dedication to work should be strengthened.
Author Zheng, Bing
Xiong, Yan
Wang, Ping
Liu, Xue-Qian
Sun, Xi-Yang
AuthorAffiliation 3 Department of Physical Education, Tangshan Normal University , Tangshan , China
2 School of Sports Media, Guangzhou Sport University , Guangzhou , China
1 College of Physical Education, Guangzhou University , Guangzhou , China
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Keywords work Input
creative teaching
physical edcation
structural model
self-efficacy
Language English
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Evangelia Karagiannopoulou, University of Ioannina, Greece; Guanyu Cui, Wenzhou University, China; Elisabetta Sagone, University of Catania, Italy
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Snippet To explore the influence of different background factors on middle school PE teachers' self-efficacy, work input and creative teaching, and to reveal the...
OBJECTIVESTo explore the influence of different background factors on middle school PE teachers' self-efficacy, work input and creative teaching, and to reveal...
ObjectivesTo explore the influence of different background factors on middle school PE teachers’ self-efficacy, work input and creative teaching, and to reveal...
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SubjectTerms creative teaching
physical edcation
Psychology
self-efficacy
structural model
work Input
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Title The Influence of Self-Efficacy and Work Input on Physical Education Teachers' Creative Teaching
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