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Effect of a Teacher-Focused Intervention on Teacher Self-Efficacy and Students' Motivational Climate: A Pilot Study in Physical Education.

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Title: Effect of a Teacher-Focused Intervention on Teacher Self-Efficacy and Students' Motivational Climate: A Pilot Study in Physical Education.
Authors: Cocca, Michaela1 michaela.cocca@osu.cz, Ruedl, Gerhard2 gerhard.ruedl@uibk.ac.at, Cocca, Armando3 armando.cocca@osu.cz
Source: International Journal of Instruction. Oct2025, Vol. 18 Issue 4, p283-298. 16p.
Subject Terms: *Self-efficacy in teachers, *Physical education, *Elementary schools, *Pre-tests & post-tests, *Educational intervention, *Academic motivation, *Critical thinking, Pilot projects
Abstract: The aim of this pilot study was to explore the effect of a 6-month teacher videobased reflection program on their students perceived motivational climate (MC) in physical education classes, and to examine potential improvements in teachers' self-efficacy (TSE) and how they link to MC. A pre-post-test design was used to assess the variables at three time points: before and after the intervention, and six months later. A total of 155 students from one elementary school and their teachers filled questionnaires on MC and TSE, respectively. MC did not change at post-test (p = .282). However, after 6 months, it showed significant improvements in all dimensions (p < .001). Average scores of TSE increased at post-test. Our findings support the use of video-based reflections for increasing teachers' responsiveness to diverse in-class situations, leading to a more positive students' perception of the in-class climate. More studies are recommended to better examine the interaction between these variables. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:The aim of this pilot study was to explore the effect of a 6-month teacher videobased reflection program on their students perceived motivational climate (MC) in physical education classes, and to examine potential improvements in teachers' self-efficacy (TSE) and how they link to MC. A pre-post-test design was used to assess the variables at three time points: before and after the intervention, and six months later. A total of 155 students from one elementary school and their teachers filled questionnaires on MC and TSE, respectively. MC did not change at post-test (p = .282). However, after 6 months, it showed significant improvements in all dimensions (p < .001). Average scores of TSE increased at post-test. Our findings support the use of video-based reflections for increasing teachers' responsiveness to diverse in-class situations, leading to a more positive students' perception of the in-class climate. More studies are recommended to better examine the interaction between these variables. [ABSTRACT FROM AUTHOR]
ISSN:1694609X
DOI:10.29333/iji.2025.18416a