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Physical Education Teachers’ Perception of Teaching Effectiveness Related to Gender and Center Location in the Community of Extremadura

Author

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  • Jorge Rojo-Ramos

    (Physical Activity for Education, Performance and Health (PAEPH) Research Group, Faculty of Sports Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • María Mendoza-Muñoz

    (Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Ángel Denche-Zamorano

    (Promoting a Healthy Society Research Group (PHeSo), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain)

  • Nicolás Contreras-Barraza

    (Facultad de Economía y Negocios, Universidad Andres Bello, Viña del Mar 2531015, Chile)

  • Santiago Gomez-Paniagua

    (BioẼrgon Research Group, Faculty of Sports Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Carmen Galán-Arroyo

    (Promoting a Healthy Society Research Group (PHeSo), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain)

Abstract

Teacher effectiveness (TE) is defined as a set of strategies implemented by the teacher to ensure the multidimensional development of students. This effectiveness has usually been evaluated by students, department heads or parents, but not by one of the fundamental elements of the educational process, the teacher. In the current study, the aim is to understand the self-assessed teaching effectiveness of Physical Education (PE) teachers in the Community of Extremadura, finding differences according to the gender of the teacher and the location of the center. Significant differences were found in the scores of both the items and the dimensions that make up the questionnaire, regarding variables such as gender and location of the center. Similarly, we found worrying values regarding the use of technology and the evaluation of teachers and students, so these findings should serve to open new lines of action to develop measures to improve teaching effectiveness depending on the educational context. Therefore, this research is considered a first step in the analysis of the perceptions and needs of the teaching job from the point of view of a PE teacher in Extremadura.

Suggested Citation

  • Jorge Rojo-Ramos & María Mendoza-Muñoz & Ángel Denche-Zamorano & Nicolás Contreras-Barraza & Santiago Gomez-Paniagua & Carmen Galán-Arroyo, 2023. "Physical Education Teachers’ Perception of Teaching Effectiveness Related to Gender and Center Location in the Community of Extremadura," IJERPH, MDPI, vol. 20(3), pages 1-11, January.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:3:p:2199-:d:1046976
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    References listed on IDEAS

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    1. Manuel Tomás Abad Robles & Daniel Collado-Mateo & Carlos Fernández-Espínola & Estefanía Castillo Viera & Francisco Javier Giménez Fuentes-Guerra, 2020. "Effects of Teaching Games on Decision Making and Skill Execution: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 17(2), pages 1-13, January.
    2. Navdeep Dhillon & Gurvinder Kaur, 2021. "Self-Assessment of Teachers’ Communication Style and Its Impact on Their Communication Effectiveness: A Study of Indian Higher Educational Institutions," SAGE Open, , vol. 11(2), pages 21582440211, June.
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