Physical Education teachers' pedagogical competence after completing professional development: an analysis of stakeholder feedback
DOI:
https://doi.org/10.47197/retos.v80.119348Keywords:
Pedagogical competence, Physical Education, teachers, professional development, feedbackAbstract
Introduction and method. This study employs a descriptive approach using a mixed-methods design, which combines qualitative and quantitative techniques to comprehensively analyze educational phenomena in a real-world context. In the qualitative phase, data were analyzed using NVivo 15 through coding and thematic categorization to identify patterns and generate key constructs. These were then operationalized into indicators that could be measured and tested quantitatively using SmartPLS 4 with a SEM-PLS approach, including the evaluation of measurement models and structural models.
Results. The results of the study indicate that all constructs met the criteria for convergent validity, with factor loadings above 0.70 and Average Variance Extracted (AVE) values exceeding 0.50. The R-squared values indicate strong explanatory power, particularly in explaining program effectiveness and program development.
Discussion. The discussion emphasized that the effectiveness of educational programs is greatly influenced by the synergy between teacher competence and institutional readiness.
Conclusion. In conclusion, the success of an educational program depends primarily on the quality of teachers and institutional support.
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