Shaping Future Physical Educators: The Role of Mentor Efficacy in Pre-service Teachers’ Professional Qualification Perceptions

Abstract

This study investigates the relationship between the effectiveness of mentors and the perception of professional qualifications of pre-service physical education teachers in Turkey. Data were collected from 673 pre-service teachers in the academic year 2023 to 2024 using the Professional Qualification Perception Scale and the Mentor Efficacy Scale. Structural equation modeling revealed an acceptable fit (χ2/df = 4.72, SRMR = 0.08, RMSEA = 0.07, CFI = 0.93, TLI = 0.92, IFI = 0.91). The effectiveness of the mentor was positively associated with the perceived professional qualifications: Preparation for practice showed the largest standardized association (β = .42, p < .001), observation was moderate (β = .30, p < .05), and class management and vocational guidance were low to moderate (β = .22, p < .05). Female trainees had significantly higher associations with classroom management (B = 0.91, p < .001) and observation (B = 1.31, p < .001). The internship context and the gender of the mentor moderated these associations: School internships were associated with moderately to significantly higher associations (B = 0.40, p < .05), while male mentors were associated with a moderately negative association (B = −0.46, p < .05). The results highlight the need to customize mentor preparation according to demographic and practice contexts. Teacher education programs should focus on adaptive feedback, reflective practice, and enhancing mentors’ digital tool usage. Future research should use longitudinal and mixed methods to study changes in professional identity and teaching skills. High-quality, inclusive mentoring is essential for preparing future teachers for modern classroom challenges.