Preservice physical education teacher's self-efficacy: A cross-cultural comparative study in Türkiye and Hungary

Abstract This study aimed to determine the teaching self-efficacy of Hungarian and Turkish preservice physical education teachers (PrePETs) and to identify the similarities and differences between two countries with different educational systems in the context of demographic factors. Research indicates that self-efficacy (SE) is critical to preservice teachers' ability to cope with challenges, their professional development, and effective performance and teaching practices. Although there is numerous research on SE, studies on PrePETs remain under-represented, especially in cross-national studies. Therefore, a cross-sectional survey design was employed involving o 107 Hungarian and Turkish PrePET. Data were collected using the Teacher Self-Efficacy Scale and the Demographic Questionnaire. The results revealed that both Turkish and Hungarian PrePETs showed higher SE with no significant differences observed based on gender, GPA, age, or country. However, teaching experience was a statistically differentiating factor while it has a positive, modest correlation with Turkish candidates, it had a negative, weak correlation among Hungarian candidates. The findings of the study highlight the role of teaching experience in shaping SE while highlighting similar and different factors influencing SE. By addressing these differences and similarities, the study contributes to a deeper understanding of SE beliefs in cross cultural context.