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Syed Kamaruzaman Syed Ali
Mohd Zaki Che Hassan
Julismah Jani


The purpose of this study is to investigate the level of Physical Education Teachers’ selfefficacy in teaching Physical Education in secondary schools. Around 106 respondents were chosen randomly to represent novice and expert teachers in teaching Physical Education. Data were collected and analyzed using descriptive and inferential statistics. The results indicated a high level of self-efficacy among the Physical Education teachers. Pearson correlation analysis was used to show the relationship of self-efficacy of physical education teachers in relation to the teaching of Physical Education subject. The results of this study showed that the teachers’ self-efficacy of the three variables, that is, students’ involvement, instructional strategy and class management were at the high level. Mean score of the class management variable was 3.96, which was the highest. The instructional strategy variable score was 3.79 while the students’ management variable was 3.70. The self-efficacy level based on gender and teaching experience was also high among the three variables. The self-efficacy between the male and female teachers showed no significant difference at t value of -.27, p > 0.05. Self-efficacy between the expert teachers and the novice teachers showed significant differences between them. Finally, Pearson correlation test was employed to investigate the relationship between self-efficacy and the experience of the Physical Education teachers. The results of the study showed positive relationship but they were not significant between the novice teachers and their self-efficacy. The results of the study also showed there was no significant relationship between experience and self-efficacy among the expert teachers. The conclusions from the findings showed that there is self-efficacy difference between expert teachers and novice teachers when the Physical Education lesson was carried out. Based on the mean score and the t-test analysis, there was significant difference between the expert teachers and the novice teachers, especially the variables in students’ involvement and class management. Self-efficacy was not influenced by gender and also the teaching experience of the teacher.


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