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In this study, we aimed to assess the reliability and validity of the teaching efficacy among in-service physical education teachers in India. Our primary objective was to investigate the extent to which these educators believe in their own abilities to effectively instruct and guide their students, thereby helping them reach their educational and physical fitness goals.
The concept of self-efficacy, which refers to an individual's belief in their capacity to successfully organize and complete tasks to achieve desired outcomes, forms the foundation of our research. It is important to note that self-efficacy is not solely determined by an individual's inherent abilities but is shaped by their perceptions of what they can achieve through these abilities.
This research delves into the impact of self-efficacy beliefs on various aspects, including thinking styles, problem-solving skills, and emotional responses. Individuals with lower self-efficacy tend to perceive tasks as more challenging than they truly are and often exhibit limited problem-solving abilities. Conversely, those with higher self-efficacy are more self-assured, exhibit enhanced problem-solving skills, and demonstrate greater determination in their pursuits.
Drawing from Bandura's theory, we explore four key factors influencing the development of self-efficacy: mastery experience, vicarious experience, physiological and emotional stimulation, and social influence.
As we embarked on this study, we recognized certain gaps in existing research within the field of physical education in India. These gaps include:
The absence of prior studies focusing on the construction and validation of a Physical Education Teaching Efficacy Scale tailored to the Indian context. Methodological shortcomings within existing research. The need for the development of a comprehensive model pertaining to Physical Education Teaching Efficacy. This research seeks to address these gaps, contribute to the body of knowledge in the field, and provide valuable insights into the teaching efficacy of in-service physical education teachers in India.