Professional identity and perceived competence-based curriculum implementation in physical education: sequential mediation by autonomous motivation and teacher self-efficacy
DOI:
https://doi.org/10.55040/kmkzn727Keywords:
professional identity, autonomous motivation, teacher self-efficacy, perceived competence-based curriculum implementation, structural equation modelingAbstract
The implementation of competence-based curricula in physical education requires teachers to translate curricular intentions into effective pedagogical practices shaped by institutional contexts and psychological resources. This study examined the associations underlying perceived competence-based curriculum implementation (PCBCI) by testing a sequential mediation model involving professional identity, autonomous motivation, and teacher self-efficacy, grounded in Self-Determination Theory, Social Cognitive Theory, and Physical Education Didactic Theory. A quantitative, cross-sectional explanatory design was conducted with 612 in-service physical education teachers recruited from public primary and secondary schools across Tunisia. Data were collected using validated measures of professional identity, autonomous motivation, teacher self-efficacy, and PCBCI. Covariance-based structural equation modeling was used to evaluate the measurement and structural models. Professional identity was positively associated with autonomous motivation (β = .62, p < .001), which was positively associated with teacher self-efficacy (β = .55, p < .001). Teacher self-efficacy was positively associated with PCBCI (β = .48, p < .001), with the model explaining 46% of its variance. Professional identity also showed a significant direct association with PCBCI (β = .18, SE = .05, 95% bias-corrected CI [.08, .28], p < .001). The serial indirect effect through autonomous motivation and teacher self-efficacy was significant (β = .16, SE = .03, 95% bias-corrected CI [.11, .22], p < .001), consistent with partial mediation. Given the cross-sectional design, the findings represent statistical associations rather than causal effects. These findings highlight professional identity, autonomous motivation, and teacher self-efficacy as relevant factors for understanding PCBCI and informing teacher education and professional development.
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