Factors Influencing School Health Teacher Efficacy, Professional Self-Concept, and School Organizational Culture on Teaching Competency of School Health Teachers

Purpose: This study aimed to investigate how school health teacher efficacy, professional self-concept, and school organizational culture influence the teaching competence of school health teachers. Methods: Data for this study were collected through an online survey administered from April 6 to August 3, 2023. The sample consisted of 161 school health teachers working in elementary, middle, high schools, and special schools located in Metropolitan D. Data were collected through structured questionnaires that included the subjects’general characteristics, school health teacher efficacy, professional self-concept, school organizational culture, and teaching competency. The data were analyzed using descriptive statistics, t-tests, one-way ANOVA, Scheffe test, Pearson's correlation coefficients, and multiple regression analysis. Results: School health teacher efficacy, professional self-concept, and school organizational culture, including innovation, rational, and organizational culture demonstrated significant positive correlations with teaching competency among school health teachers. Regression analysis also revealed that higher levels of school health teacher efficacy (β=.58, p<.001) were associated with significantly higher teaching competency. The model was statistically significant (F=37.92, p<.001), explaining 62.0% of the variance of teaching competency. Conclusion: It is imperative to develop strategies to enhance school health teacher efficacy considering the unique dual roles of school health teachers as both medical professionals and educators. The findings underscore the necessity for implementing diverse educational programs tailored to enhance the teaching competencies of school health teachers.