Document Type : Research Paper
Authors
1 Asistant professor in Sport Management / Faculty of Humanities / Sport Sciences Department/ University of Neyshabur/ Neyshabur / Iran
2 Education Organization, Khorasan Razavi Province, Iran
3 بلوار نظام‌الملک ـ پردیس دانشگاه نیشابور ـ دانشکده علوم انسانی
Abstract
The present study was conducted with the aim of investigating and analyzing the role of social factors in the self-efficacy of physical education teachers. His research method was descriptive-correlational. The statistical population of the research included all physical education teachers of Razavi Khorasan province. The data needed to analyze the theoretical model were collected using four questionnaires of social intelligence of Mohammad (2021), social vitality of Hills and Argyle (2002), social trust of Safarinia and Sharif (2013) and teacher self-efficacy of Shannon-Moran and Woolfolk (2001). Cronbach's alpha method was used to calculate the reliability of the tool and structural equation modeling method was used to analyze the data. The structural equation model showed that social intelligence has an effective and positive role in social vitality, social trust and self-efficacy of physical education teachers. Also, the role of trust and social vitality on the self-efficacy of physical education teachers was positive and significant. In addition, social intelligence along with social vitality and social trust had a more positive and effective role on teachers' self-efficacy. Based on this, the education organization and especially the field of physical education and health can strengthen the self-efficacy of its physical education teachers by using social factors such as social intelligence, vitality and social trust. In other words, strategies for promoting and strengthening social intelligence along with strategies for increasing vitality and social confidence of physical education teachers should be taken into consideration to increase and improve their self-efficacy.
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