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Primary School Physical Education at the Time of the COVID-19 Pandemic: Could Online Teaching Undermine Teachers’ Self-Efficacy and Work Engagement?

Author

Listed:
  • Erica Gobbi

    (Department of Biomolecular Sciences, University of Urbino Carlo Bo, 61029 Urbino, Italy)

  • Maurizio Bertollo

    (Department of Medicine and Aging Sciences, University G. d’Annunzio of Chieti and Pescara, 66100 Chieti, Italy)

  • Alessandra Colangelo

    (Department of Philosophy, Sociology, Education and Applied Psychology, University of Padova, 35100 Padova, Italy)

  • Attilio Carraro

    (Faculty of Education, Free University of Bozen, 39100 Bozen, Italy)

  • Selenia di Fronso

    (Department of Medicine and Aging Sciences, University G. d’Annunzio of Chieti and Pescara, 66100 Chieti, Italy)

Abstract

This study aimed to evaluate whether primary school classroom teachers reported changes in physical education teaching self-efficacy (SE-PE) and work engagement (WE) during the first COVID-19 wave. A total of 622 classroom teachers filled in an online questionnaire on SE-PE and WE, referring to before and during the lockdown, and on perceived digital competence. While controlling for perceived digital competence, a mixed between-within Repeated Measures Multivariate Analysis of Covariance (RM-MANCOVA) was performed, using a factorial design with two time categories (before vs. during the lockdown) and three age categories (≤40 vs. 41–50 vs. ≥51 years). The RM-MANCOVA revealed that perceived digital competence significantly adjusted teachers’ SE-PE and WE values ( p < 0.001). The analysis yielded a significant multivariate main effect by time ( p < 0.001) and by time × age categories ( p = 0.001). Follow-up univariate ANCOVA showed significant differences by time in teachers’ SE-PE ( p < 0.001) and WE ( p < 0.001), with a reduction in both values from before to during the lockdown. A Bonferroni post hoc pairwise comparison showed teachers’ SE-PE significantly decreased in all age categories ( p < 0.001). The present findings confirm the importance of promoting SE-PE among primary school teachers, regardless of the crisis due to the COVID-19 pandemic. Teachers’ self-efficacy and WE are essential to master the challenges of PE teaching.

Suggested Citation

  • Erica Gobbi & Maurizio Bertollo & Alessandra Colangelo & Attilio Carraro & Selenia di Fronso, 2021. "Primary School Physical Education at the Time of the COVID-19 Pandemic: Could Online Teaching Undermine Teachers’ Self-Efficacy and Work Engagement?," Sustainability, MDPI, vol. 13(17), pages 1-9, September.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:17:p:9830-:d:627191
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    Cited by:

    1. Man Jiang & Hongli Yu & Juan He & Guoping Qian & Marcin Bialas, 2023. "Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China," Sustainability, MDPI, vol. 15(13), pages 1-16, June.
    2. Xiaoshan Hu & Wen Xu & Zhengwei Wan & Mingxia Liu & Weidie Xu, 2025. "Bridging Self-Efficacy and Digital Competence: A Comprehensive Scoping Review of Teachers’ Readiness for the Digital Age," SAGE Open, , vol. 15(3), pages 21582440251, August.
    3. Antony Fute & Mohamed Oubibi & Binghai Sun & Yueliang Zhou & Weilong Xiao, 2022. "Work Values Predict Job Satisfaction among Chinese Teachers during COVID-19: The Mediation Role of Work Engagement," Sustainability, MDPI, vol. 14(3), pages 1-18, January.
    4. Nur Adlina Mohd Zaki & Diyana Zulaika Abdul Ghani & Mohamad Ikram Zakaria & Nurul Rabiatul Adawiyah Suhaimee, 2026. "Bibliometric Analysis of Teacher Competency and Pedagogical Models for Digital Technology Integration in School Physical Education," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(2), pages 5828-5850, February.

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