Relationships Among Teachers’ Self-Efficacy and Students’ Motivation, Atmosphere, and Satisfaction in Physical Education

Abstract

The purpose of this study was to confirm the relationships among teachers’ self-efficacy, and students’ learning motivation, learning atmosphere, and learning satisfaction in senior high school physical education (PE). A sample of 462 PE teachers and 2681 students was drawn using stratified random sampling and cluster sampling from high schools in Taiwan. The research instruments were the Teachers’ Self-Efficacy Scale, and students’ Learning Motivation Scale, Learning Atmosphere Scale, and Learning Satisfaction Scale, which were designed by the researchers based on theories and existing instruments. Structural equation modeling was used to evaluate the fit of the hypothetical model. The results revealed that the model had acceptable fit. It was concluded that physical education teachers’ self-efficacy affected students’ learning motivation, learning atmosphere, and learning satisfaction; teachers’ self-efficacy also indirectly and positively influenced learning satisfaction, mediated by learning motivation and learning atmosphere.