Teacher Support and Pre-service Physical Education Teacher Identity: Mediating Roles of Needs and Engagement

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 3
  In Roundtable Session: Evolving Professional Roles and Identities in PE/PETE

Abstract

Purpose: This study investigated the mechanism through which perceived teacher support influences teacher professional identity (TPI), examining the mediating roles of basic psychological needs satisfaction and learning engagement.

Method: A survey was conducted with 905 pre-service physical education teachers (PPETs) in China. A chain mediation analysis was performed to test the proposed model.
Results: The analysis revealed significant direct (55.30%) and total indirect (44.70%) effects of teacher support on TPI. The indirect effect comprised three significant pathways: the independent mediation of basic psychological needs satisfaction, learning engagement, and a sequential mediation through both.

Conclusion: Fostering TPI in PPETs requires supportive environments that satisfy their intrinsic psychological needs, which in turn enhances their engagement in professional learning.

Authors

• Chenhao wu, 德克萨斯大学奥斯汀分校

• Sizhe Liu, huaqiao m

• Yongshun Wang, Huaqiao University

• Xiaofen D. Hamilton, The university of Texas at Austin