ArticleScientific reports2025
Modeling the relationships among physical education teachers' technological pedagogical content knowledge, technology integration self-efficacy, employability, and the mediating role of job passion.
Article in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- An empirical study of digital competence, technostress, and job satisfaction among college physical education teachers in China.Scientific reports · 2026Article
- Technology-based sports training informed workshops and physical education teachers' job satisfaction, commitment, and self-determined motivation.BMC psychology · 2026Article
- Developing and validating a digital literacy assessment framework for pre-service physical education teachers: a Delphi-AHP study.Frontiers in psychology · 2026Article
- Digital literacy is associated with digital teaching self-efficacy among pre-service physical education teachers: the indirect roles of professional identity and teaching self-efficacy.Frontiers in psychology · 2026Article
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Authors and funding
2 authors.
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Abstract
The effective integration of technology in physical education (PE) depends on teachers' mastery of Technological Pedagogical Content Knowledge (TPCK), their Technology Integration Self-Efficacy (TIS), and Job Passion-factors that collectively shape their Employability. Understanding how these constructs interact is vital for improving instructional quality and professional development outcomes. This study examines the structural relationships among TPCK, TIS, Job Passion, and Employability among PE teachers. It also explores the mediating role of Job Passion in the effects of TPCK and TIS on Employability. A cross-sectional quantitative design was adopted, involving 340 PE teachers from various educational institutions in Yunnan Province, China. Participants responded to validated instruments measuring the four target constructs. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. Model fit was assessed using key indices, including the standardized root mean square residual (SRMR), composite reliability, average variance extracted (AVE), and variance inflation factor (VIF), ensuring both measurement and structural model adequacy. The analysis supported all hypothesized relationships. TPCK positively influenced both TIS and Job Passion. TIS also significantly predicted Job Passion and Employability. Furthermore, Job Passion mediated the effects of TPCK and TIS on Employability, underscoring its central motivational role in professional development. The findings highlight the critical role of TPCK and TIS in enhancing PE teachers' Job Passion and Employability. These results advocate for sustained investment in professional development programs focused on technological competence and motivational growth to ensure high-quality, future-ready physical education instruction.
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