Educational competencies as predictors of academic self-concept among secondary physical education teachers
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Abstract
This study examines educational competencies as a predictor of academic self-concept among physical and sports education teachers. We employed a correlational descriptive approach on a sample of 70 secondary school physical education teachers selected from a population of 357. The study utilized the Educational Competencies Scale and the Academic Self-Concept Scale. The findings revealed a statistically and practically significant correlational and predictive relationship between educational competencies and academic self-concept. Educational competencies accounted for approximately 15% of the variance in academic self-concept. The study concluded that academic self-concept could predict educational competencies among physical and sports education teachers. Specifically, an improvement of one unit in educational competencies was associated with an increase of 0.628 units in academic self-concept, according to the derived prediction equation.
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