Gender differences in self-evaluated teaching effectiveness of physical education teachers in East Java Elementary Schools, Indonesia

Purpose: Elementary education serves as the foundation of the Indonesian education system, shaping students’ knowledge, learning attitudes, and learning methods that influence their future academic development. As a compulsory subject mandated by the Ministry of Education, Physical Education (PE) plays a crucial role in the elementary school curriculum. As an important part of physical education, PE teachers are a key factor in determining the quality of students’ learning outcomes, as their teaching effectiveness significantly influences students’ learning outcomes and physical skill development. However, gender differences may influence teachers’ roles, responsibilities, and teaching quality. Therefore, this study aims to examine gender differences in self-evaluated teaching effectiveness among physical education teachers using the Self-Evaluation of Teacher Effectiveness Questionnaire in Physical Education (SETEQ-PE) in 100 elementary schools in East Java, Indonesia. so as to help male and female physical education teachers better conduct self-quantitative evaluation and better improve teaching level and ability. The results showed that male teachers had higher mean scores of teaching effectiveness (100.42±5.159) than female teachers (93.82±4.715), indicating a significant difference (p < 0.01). Male teachers scored significantly higher in learning environment, student and teacher assessment, application of content physical education, teaching strategy, and lesson implementation (p < 0.01), while female teachers scored higher in the use of technology (p < 0.05). Overall, male teachers demonstrated higher self-evaluated teaching effectiveness, although female teachers showed strengths in use of technology.