Keywords
Preservice teachers
Self-efficacy
Teacher preparation
Teaching efficacy
How to Cite
Abstract
Background: Self-efficacy plays a central role in shaping preservice teachers’ instructional confidence, persistence, and professional readiness within physical education teacher education programs. Despite its importance, empirical evidence comparing self-efficacy across different stages of teacher preparation in Southeast Asia remains limited, particularly within the Singaporean educational context.
Aims: This study aimed to examine differences in self-efficacy between matriculating and graduating physical education student teachers in Singapore and to identify program components contributing to these differences.
Methods: A retrospective causal-comparative design was employed involving 112 physical education student teachers (69 males and 43 females) from the National Institute of Education. Self-efficacy was measured using the Physical Education Teaching Efficacy Scale covering seven pedagogical domains. Data were analyzed using descriptive statistics and independent samples t-tests with Cohen’s d to determine effect sizes.
Result: Statistically significant differences were observed across all efficacy factors, with graduating student teachers demonstrating higher confidence in instruction, applying scientific knowledge, assessment, and technology integration. However, efficacy related to content knowledge and teaching students with special needs remained comparatively lower, suggesting gaps in specialized preparation and experiential learning opportunities.
Conclusion: Physical education teacher education programs appear to enhance preservice teachers’ self-efficacy substantially, highlighting the value of structured coursework and authentic learning experiences. Strengthening inclusive education training and reinforcing entry-level sport expertise may further optimize efficacy development and support the preparation of competent and confident future physical education teachers.
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