Influence of Teaching Efficacy and Competence on Life Satisfaction in Pre-Service Physical Education Teachers: Is There a Gender Difference?

<b>Purpose</b>: Grounded in Social Cognitive Theory and Self-Determination Theory, this study analyzed gender differences in the relationships between teachers' sense of efficacy, basic psychological need satisfaction and frustration (competence), and life satisfaction among Physical Education (PE) pre-service teachers. <b>Method</b>: A sample of 368 PE pre-service teachers (Mage = 23.41 ± 2.37; 48.1% women) participated. A multi-group structural equation modeling approach was used. <b>Results</b>: Male participants reported significantly higher levels of competence satisfaction compared to their female counterparts. Teaching efficacy positively predicted life satisfaction, both directly and indirectly via competence satisfaction. Notably, the indirect effects were stronger among women, while direct effects were observed only in the female group. <b>Conclusions</b>: The findings emphasize the key role of competence satisfaction in explaining how teaching efficacy influences life satisfaction in pre-service teachers. Gender differences suggest that while both men and women benefit from feeling competent, the pathways differ, highlighting the importance of gender sensitive strategies in teacher education programs.