Mediating effect of teaching commitment and educational change acceptance attitude on the relationship between secondary physical education teachers' experience of teacher learning community and teacher identity

Objectives The purpose of this study was to investigate the mediating effect of teaching commitment and educational change acceptance attitude on the relationship between physical education teachers' experience of teacher learning community and teacher identity. Methods To achieve the purpose of this study, the research was divided into a preliminary survey and a main survey, and the reliability and validity were verified in the preliminary survey. In the main study, 312 questionnaires were used to verify the statistical significance of the mediating effect through structural equation modeling, bootstrapping, and phantom variable modeling, and the direct, indirect, and total effects of the factors were verified. Results The findings of this study are as follows. First, the relationship between teacher learning community experience and teaching commitment, educational change acceptance attitude, and teacher identity was found to be positive. Second, the relationship between teacher learning community experience and teacher identity was found to be moderated by teaching commitment and educational change acceptance attitude. Conclusions This study suggests that physical education teachers can find the meaning of their commitment to the profession through the experience of teacher learning community, and in the process, form an appropriate identity as a physical education teacher. It also suggests that they can find the direction of physical education through collective intelligence in the face of various educational changes and difficult problems. Therefore, operational measures and policy support are needed to activate the teacher learning community, and the consciousness of physical education teachers should be changed.