Psychometric validation of physical education teachers’ self-efficacy scale

The aim of this study is to develop a valid and reliable measurement instrument, grounded in Bandura’s social cognitive theory, to comprehensively assess the self-efficacy of physical education teachers. This psychometric and cross-sectional methodological study was conducted using a survey-based scale development design. The initial item pool, generated through a comprehensive literature review, was evaluated based on expert opinions, and content validity was established following a pilot study. The study sample consisted of 419 physical education teachers from various regions of Turkey. Construct validity was examined using item-total correlations, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Reliability was assessed using Cronbach’s alpha coefficients. Item-total correlation coefficients were found to be above 0.45. EFA results revealed a four-factor structure explaining 78.799% of the total variance: teaching process management, student motivation, field expertise, and professional development. CFA fit indices indicated a good model fit. The overall Cronbach’s alpha coefficient of the scale was 0.824, while subscale coefficients ranged between 0.742 and 0.822. Compared to existing instruments, the developed scale may contribute to the literature by providing a comprehensive tool that reflects the socio-cultural and institutional realities of education, focuses on in-service teachers, and holistically captures the unique dimensions of physical education teaching. The Physical Education Teachers’ Self-Efficacy Scale can be considered a valid and reliable instrument for assessing professional competence, informing in-service training programs, and supporting future research.