Beyond stereotypes: gendered pathways in academic self-perception and teacher identity formation in Chinese Physical Education programs

Physical Education (PE) programs continue to face gender disparities in self-perceptions, educational effectiveness, and educator personas. Chinese educational reforms emphasize teacher quality and professional development, which necessitates a deeper understanding of how gender influences teaching identity. This study examines the relationship between academic self-perception and educator personas, emphasizing mediating aspects of educator effectiveness. We conducted a cross-sectional study with 632 undergraduate and graduate students in PE programs in Sichuan China during 2024. Participants completed validated assessments covering academic confidence, performance effort, educator effectiveness, and educator persona. Structural equation modeling was employed to analyze gender-specific pathways and evaluate both direct and indirect effects. The findings showed significant gender differences in teacher identity development. The relationship between academic confidence and educator effectiveness was stronger among men (β = 0.55**, <i>p</i> < 0.01), whereas the relationship between educator effectiveness and effort was stronger among women (β = 0.47**). Both genders showed significant associations between educator effectiveness and educator personas (β = 0.40** for women, β = 0.41** for men). Men had significantly higher variations (R² = 0.39) in educator effectiveness than women (R² = 0.25), suggesting gender-related identity formation pathways. Despite gender-specific routes, educator effectiveness was a key factor in educator persona formation. Findings highlight the need for gender-sensitive PE programs that address academic self-perception variations and professional development strategies. Such initiatives could enhance educator efficacy and professional identity in Chinese PE.