The role of teaching experience and year level in shaping pre-service PE teachers’ efficacy

As education systems respond to rapid societal and technological change, physical education (PE) teachers are increasingly expected to adapt their practices to diverse student needs, curricular reforms, and inclusive learning environments. These growing demands highlight the critical role of teaching efficacy in preparing pre-service PE teachers to navigate the complex realities of contemporary classrooms and promote meaningful physical activity experiences for all students. The purpose of this paper was to evaluate the teaching efficacy of pre-service teachers ( N = 221) in PE teacher education (PETE) during the different stages of their program. Results demonstrated that perceived teaching efficacy was higher among students in Years 3–5 than students in Years 1 and 2. Year level of studies and teaching experience were directly associated with most teaching efficacy dimensions: content knowledge, scientific knowledge, instruction, assessment, using technology and accommodating skill differences, but not with special needs. PETE programs should ensure that adequate opportunities for teaching practice are provided due to the positive association with teaching efficacy.