Identity Formation and Self-Efficacy: An Examination of Pre-Service Physical Education Teachers

This study investigates the crucial relationship between self-efficacy and the professional identity formation of pre-service physical education (PE) teachers, highlighting its importance in the context of teacher education. Self-efficacy, a core concept in Bandura's social cognitive theory, is vital for understanding teachers' beliefs about their capabilities to perform tasks and manage situations effectively. Professional identity, encompassing core values, beliefs, and practices, is fundamental to how teachers perceive themselves within their profession. Exploring this relationship is essential because it directly impacts the development, motivation, and effectiveness of future educators. A structured survey was administered to a sample of pre-service PE teachers to quantitatively measure their levels of self-efficacy and professional identity. The survey included validated scales such as the Teacher Self-Efficacy Scale and the Professional Identity Scale for Pre-Service Teachers. Statistical analyses, including correlation and regression, were conducted to identify the relationship and impact of self-efficacy on professional identity. The results reveal a significant positive correlation between self-efficacy and professional identity, indicating that pre-service PE teachers with higher self-efficacy tend to have a stronger and more positive professional identity. This relationship is influenced by critical determinants, including the extent of teaching practice, the quality of mentorship, and academic performance. These findings emphasize the need for developing self-efficacy in teacher education programs, which is vital for forming a robust professional identity. Practical implications suggest that educational institutions should incorporate strategies and interventions to bolster self-efficacy among pre-service teachers, thereby enhancing their preparedness for professional roles. This study is significant as it provides concrete recommendations for improving teacher education practices, ultimately benefiting pre-service teachers, educational institutions, and the broader educational community. In conclusion, this study highlights the pivotal role of self-efficacy in shaping the professional identity of pre-service PE teachers and offers actionable insights for teacher education programs. Further research with broader samples and varying educational contexts is recommended to deepen the understanding of this relationship.