Examining the relationship between teacher self-efficacy and instructional leadership of Physical Education and Sports teachers

This study examines the teacher self-efficacy and instructional leadership of physical and sport teachers in public and priyate schools in Diyarbakır during the 2022-2023 academic year. A convenience sample of 312 physical education teachers from public and private schools in Diyarbakır participated in the study as volunteers. The study collected data using the 'Self-efficacy Scale' and 'Instructional Leadership Scale', in addition to socio-demographic information of the participants. The obtained data were analysed and interpreted using the statistical package. Descriptive statistics, such as arithmetic mean, standard deviation, frequency and percentage distributions, were used. A correlation test was conducted to determine the relationship between self-efficacy and instructional leadership variables of the participants. Mann Whitney-U and Kruskal Wallis tests were used to determine the relationship between self-efficacy and instructional leadership levels with some demographic variables. Independent Sample T and One Way Analysis of Variance tests were also applied. The study evaluated the results at a 95% confidence interval and a significance level of p<0.05. The research found no statistically significant difference between the groups in terms of self-efficacy and instructional leadership levels. This was true for all variables including gender, seniority, school level, school type, branch, athlete background, education level, school equipment status, school administration's perspective on sports, income status, and self-perceived competence. Although there was no significant difference in self-efficacy levels based on marital status, a significant difference was found in instructional leadership levels in favour of single teachers. Similarly, in the age variable, no significant difference was found in instructional leadership levels, but a significant difference was found in self-efficacy levels in favour of teachers aged 21-25. The study found a significant positive relationship between the self-efficacy and instructional leadership levels of the participating teachers in Physical Education and Sport.