Research On The Intentions And Influencing Factors Of Chongqing Physical Education Teachers To Participate In Cheerleading School-based Curriculum Development

Research purpose: This research aims to explore the intentions and influencing factors of Chongqing primary and secondary school PE teachers to participate in the development of school-based curriculum for cheerleading.This research starts from the perspective of physical education teachers' intentions to participate,based on relevant research theories,based on the theory of rational behavior,Planned behavior theory and UTAUT2 integration model and other related theories build an integrated teacher participation intentions model to test performance expectancy,facilitating conditions,price value,effort expectancy,social influence,self-efficacy,hedonic motivation,development attitude and participation Potential relationships between variables such as will.Research method: In this study,SPSS 21.0software was used to carry out data background analysis using statistical methods such as descriptive statistics,independent sample T test,one-way analysis of variance,and Scheffer 's postmortem comparison.The research model conducts confirmatory factor analysis(CFA).Through model fitting and evaluation,the validity of the research model is verified,the research hypothesis is established,and then the research model is revised.Research results:in terms of background differences;1)PE teachers of different genders have significant differences in performance expectancy,facilitating conditions,price value,effort expectancy,self-efficacy,and development attitudes;2)PE teachers with different educational backgrounds There are significant differences in facilitating conditions,price value,effort expectancy,social influence,and self-efficacy;3)PE teachers with different titles have significant differences in performance expectancy,facilitating conditions,price value,effort expectancy,and social influence;4)Sports teachers at different school levels have significant differences in performance expectancy,effort expectancy,facilitating conditions,and price value;5)Performance expectancy,facilitating conditions,social influence,self-efficacy,and hedonic motivation have positive effects on the participation intention of sports teachers Influencing influence,price value have a negative effect on PE teachers' intentions toparticipate;6)effort expectancy have a direct positive effect on PE teachers' intentions to participate,while indirectly affecting PE teachers' intentions to participate through self-efficacy.Research conclusion: To improve the acceptance and participation of school teachers of cheerleading in primary and secondary schools in Chongqing,the surrounding environment of school-based curriculum development of cheerleading in Chongqing should be improved,The intentions to participate in school-based curriculum development hopes to become more mature and meet the needs of the school-based curriculum development in Chongqing.It can also provide some reference and reference price value for colleagues or related personnel.