Self-Efficacy Influences of Preservice Physical Education Teachers Who Instruct Students With Disabilities

Purpose: The purpose of this study was to analyze what factors contribute to the self-efficacy/teacher efficacy (TE) of preservice teachers (PSTs) as they teach physical education (PE) to students with disabilities (SWDs). Method: Self-efficacy theory was used to make meaning of what self-efficacy theory tenets the PSTs found valuable in boosting their TE in teaching PE to SWDs. Results: Derived from self-efficacy theory, data analysis revealed that the PSTs highly value vicarious experiences, mastery experiences, and social persuasion when considering factors that elevate their TE with SWDs in the PE setting. Conclusion: This study was able to contribute to the gap in research by discovering that there are additional sources that fuel the TE of PSTs as they teach PE to SWDs. Supplementary sources fueling TE should be considered in PE teacher education programs.