Investigation of PE teachers' fair play teaching self-efficacy: a scale development study

PE contributes to the physical, cognitive and affective development of students, as well as providing numerous opportunities that can provide the character development that society expects from the individual with its support for social and moral development, and thus tend to realize the general purpose of education. In PE, which express more than a curriculum lesson, one of the most important elements determined as the focal theme for the holistic development process of the individual is "fair play". The teaching process of this mentality, which is an ideal of life, is of great importance for PE, education and social order. Therefore, the aim of this study is to evaluate the fair play teaching self-efficacy, which represents the beliefs of physical education and sports teachers to carry out the fair play teaching process effectively. Within the scope of this purpose, a measurement tool was developed and the relations with some professional and moral characteristics (social values, teacher autonomy, moral identity, emotional labor, and emotional exhaustion) of PE teachers were examined. The study was carried out in three stages with a study group consisting of PE teachers. In the first stage, exploratory factor analysis (n=348), in the second stage, confirmatory factor analysis (n=203) and in the last stage, the relationships between fair play teaching self-efficacy and other characteristics were examined. As a data collection tools; "PE Teachers' Fair Play Teaching Self-Efficacy Scale", "Moral Identity Scale", "The Values Scale-Social Values sub-dimension", "Teacher Autonomy Scale", "Emotional Labor Scale", "Maslach Burnout Inventory-Educators Survey Emotional Exhaustion sub-dimension" was preferred. Within the scope EFA, it was observed that the structure of the scale consisted of four dimensions and 36 items and explained 68.39% of the total variance. The factor loadings of the items were found to be acceptable in line with the criteria values (between ,41 and ,91). As a result of CFA, it was understood that the goodness of fit indices of the structure were acceptable in the light of the literature (First level CFA-RMSEA=.082; Second level CFA-RMSEA=.083). Reliability analyzes showed that item-total test correlations (between .61 to .87) and Cronbach alpha values (between .904 to .975) were above the criteria values. As a result of the correlation analysis, it was understood that the fair play teaching self-efficacy was related to the other characteristics included in the research. In addition, as a result of the regression analysis, it was determined that the selected characteristics are the variables that predict fair play teaching self-efficacy. As a result, fair play teaching self-efficacy has proven to be valid and reliable, and it has been understood that this structure is related to the features that affect the teaching process.