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    Determining the effect of collective efficacy and teacher autonomy on positive organizational behavior in physical education and sports teachers using structural equation modeling
    (Frontiers Media Sa, 2026) Gungor, Nuri Berk; Ugur, Oruc Ali; Durhan, Tebessum Ayyildiz; Kurtipek, Serkan; Soyer, Alptug; Akpinar, Selahattin
    Background One of the important employees in the field of sports is physical education and sports teachers. The responsibility of the relevant workforce to direct students in young age groups to sports branches in formal education areas and to develop them is remarkable. For this reason, shedding light on the characteristics of physical education and sports teachers will benefit the development of the field of sports.Methods Within the scope of the research conducted to determine the effect of collective efficacy and autonomy of physical education and sports teachers on positive organizational behavior with structural equation modeling, 250 physical education and sports teachers were included in the study. In this context, personal information form and Teacher Autonomy, Collective Teacher Efficacy and Positive Organizational Behavior Scales were used in the study. The theoretical model created in the analysis of the data was tested with structural equation modeling. Also, Independent Sample T-Test, Pearson Correlation Test and descriptive statistics were utilized.Results The findings show that the participants have high levels of teacher autonomy, and average levels of collective efficacy and positive organizational behavior. It was determined that the measurement tools did not differ according to the gender variable, and there was a positive and moderate relationship between the participants' teacher autonomy and collective efficacy. In addition, it was determined that there was a positive and moderate relationship between the participants' teacher autonomy and their positive organizational behavior levels. The findings of the structural equation model indicate that there is a statistically significant effect between teacher autonomy and collective efficacy and positive organizational behavior.Conclusion As a result, it has been determined that the related parameters have a relationship and effect with each other and the model formed in line with the hypotheses supports this.