Social-environmental interventions for professional development geared toward sustainable education: the mediating role of pedagogical self-efficacy in enhancing physical education literacy teaching for early childhood teachers

Abstract

Under the framework of sustainable education, improving the physical literacy teaching ability of kindergarten teachers is of great significance in promoting children's comprehensive development, and teaching self-efficacy was introduced as a mediating variable. A stratified random sampling method was used to conduct a questionnaire survey on 520 kindergarten teachers in Shijiazhuang city district and the surrounding districts and counties in Hebei Province, which was analyzed by using stepwise regression with Bootstrap mediation effect test. The results showed that the mean score of kindergarten teachers' career development social environment was 4.05, the mean score of teaching self-efficacy was 4.26, and the mean score of physical education literacy was 4.19, and there was a significant positive correlation between kindergarten teachers' career development social environment, physical education literacy, and teaching self-efficacy. The social environment of early childhood teachers' career development significantly predicted their physical literacy, and after teaching self-efficacy entered the regression equation, the regression coefficient of physical literacy decreased, but its significance level still existed. Early childhood teachers' physical literacy was influenced by both career development social environment and teaching self-efficacy, and teaching self-efficacy played a partial mediating effect between early childhood teachers' physical literacy and career development social environment.