Examining the Relationship between Self-Efficacy and Job Involvement of Physical Education Teachers; The Mediating Role of Teaching Emotions

Abstract

Purpose: The aim of this study was to explain the job involvement of physical education teachers based on self-efficacy with respect to the mediating role of teaching emotions.     Method: Through stepwise cluster sampling, 228 female (135) and male (116) high school teachers were selected from Tabriz education areas. Participants completed the Teacher Self-Efficacy in Teaching Questionnaire (Techanen-Moran and Wolfolk, 2001), the Teacher Progress Emotion Questionnaire (Frenzel, Packran, & Goetz, 2010), and the Short-Scale Job Involvement (Shaoffley & Baker, 2006). Data analysis was performed by structural equation modeling with the help of AMOS software.   Findings: The results showed that self-efficacy in using teaching strategies and self-efficacy in engaging students both directly and by mediating positive teaching emotions, positively predict job engagement. Self-efficacy in classroom management was also not able to predict job conflict, but it did predict positive emotions in a positive way. In addition, the negative emotions of teaching positively predicted job conflict.   Conclusion: These results showed the role of self-efficacy components and the effect of emotions experienced at work in increasing the job involvement of physical education teachers.