Effect of a Teacher-Focused Intervention on Teacher Self-Efficacy and Students’ Motivational Climate: A Pilot Study in Physical Education

Abstract

The aim of this pilot study was to explore the effect of a 6-month teacher video-based reflection program on their students perceived motivational climate (MC) in physical education classes, and to examine potential improvements in teachers’ self-efficacy (TSE) and how they link to MC. A pre-post-test design was used to assess the variables at three time points: before and after the intervention, and six months later. A total of 155 students from one elementary school and their teachers filled questionnaires on MC and TSE, respectively. MC did not change at post-test (p = .282). However, after 6 months, it showed significant improvements in all dimensions (p < .001). Average scores of TSE increased at post-test. Our findings support the use of video-based reflections for increasing teachers’ responsiveness to diverse in-class situations, leading to a more positive students’ perception of the in-class climate. More studies are recommended to better examine the interaction between these variables.