Social Science and Human Research Bulletin

This study examines the relationship between teacher self-efficacy (TSE) and career intention among physical education (PE) preservice teachers in China. Using a mixed-methods approach, data were collected from 176 preservice teachers enrolled in the PE major education program. All measurement items were adapted from previous studies. Structural equation modelling revealed that all three TSE dimensions (classroom management, instructional strategies, and student engagement) significantly and positively predicted preservice teachers’ intention to become PE teachers, with instructional strategies showing the strongest predictive power (5.29% variance explained). Among achievement goals, only self-approach goals significantly predicted career intention, accounting for 19.36% of variance. Qualitative interviews revealed that mentor teacher support, student teaching experiences, and professor guidance were key factors in the development of self-efficacy. The findings provide empirical evidence supporting Bandura’s self-efficacy theory in the Chinese PE teacher education context and offer practical implications for enhancing teacher preparation programs to address China’s growing need for qualified PE teachers.

Career intention; Chinese higher education; physical education; preservice teacher education; teacher self-efficacy.

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