Volume 2, Issue 4 (2-2021)
Int. J. Ethics Soc 2021, 2(4): 28-37 |
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1- PhD Student in Physical Education, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2- Department of Educational Sciences, Farhangian University, Isfahan, Iran
3- Department of Physical Education and Sports Sciences, Najafabad Branch, Islamic Azad University, Najafabad, Iran , dr.mostahfezian@gmail.com
4- Department of Educational Sciences, Tarbiat Dabir Shahid Rajaei University, Tehran, Iran
2- Department of Educational Sciences, Farhangian University, Isfahan, Iran
3- Department of Physical Education and Sports Sciences, Najafabad Branch, Islamic Azad University, Najafabad, Iran , dr.mostahfezian@gmail.com
4- Department of Educational Sciences, Tarbiat Dabir Shahid Rajaei University, Tehran, Iran
Abstract: (1963 Views)
Background: The aim of this study was to predict self-efficacy based on professional ethics and development.
Methodology: The research was descriptive-correlational with structural equation modeling in terms of method, and applied in purpose. The population included all Isfahan Province Farhangian Universitychr('39')s student teachers in the academic year 2019-2020, 150 of whom were randomly selected according to the Morgan-Krejcie table (1990). The research instruments were Martin’s teacher self-efficacy (2003), Gregorychr('39')s professional ethics (1990), and the New Jersey Institute of Professional Standards for Teachers’ professional development (2014) questionnaires, whose reliability according to the Cronbach test was 0.86. For data analysis, the descriptive statistics were analyzed in Spss26 and the structural equations were analyzed in Amos24.
Results: Data analysis results showed a professional development and self-efficacy path coefficient of 0.54 and a professional ethics and self-efficacy path coefficient of 0.69 (P<0.05) About 0.76 of the criterion variablechr('39')s changes (self-efficacy) can be explained with the “professional development” and “professional ethics” independent variables.
Conclusion: Therefore, professional ethics and development have a significant correlation with physical education teachers’ self-efficacy, and their professional ethics and development should receive more attention.
Methodology: The research was descriptive-correlational with structural equation modeling in terms of method, and applied in purpose. The population included all Isfahan Province Farhangian Universitychr('39')s student teachers in the academic year 2019-2020, 150 of whom were randomly selected according to the Morgan-Krejcie table (1990). The research instruments were Martin’s teacher self-efficacy (2003), Gregorychr('39')s professional ethics (1990), and the New Jersey Institute of Professional Standards for Teachers’ professional development (2014) questionnaires, whose reliability according to the Cronbach test was 0.86. For data analysis, the descriptive statistics were analyzed in Spss26 and the structural equations were analyzed in Amos24.
Results: Data analysis results showed a professional development and self-efficacy path coefficient of 0.54 and a professional ethics and self-efficacy path coefficient of 0.69 (P<0.05) About 0.76 of the criterion variablechr('39')s changes (self-efficacy) can be explained with the “professional development” and “professional ethics” independent variables.
Conclusion: Therefore, professional ethics and development have a significant correlation with physical education teachers’ self-efficacy, and their professional ethics and development should receive more attention.
Article number: 4
Type of Study: Research |
Subject:
Special
Received: 2021/01/7 | Accepted: 2021/02/17 | Published: 2021/03/5
Received: 2021/01/7 | Accepted: 2021/02/17 | Published: 2021/03/5
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