Domain-General and Domain-Specific Approaches to Anchoring Vignette Methods for Teacher Efficacy

The purpose of this study was to examine secondary teachers’ efficacy for teaching in a fully online teaching environment during the sudden transition to online teaching that happened due to the COVID-19 pandemic. This study was aimed at understanding how specific variables, teaching experience, professional development (PD) experience, and teaching supports might correlate with self-efficacy perceptions of teachers transitioning to online teaching during a pandemic in the domains of student engagement, instructional strategies, classroom management and computer skills. The instrument used to measure teacher efficacy for online teaching was a web based 32-item survey that was given to Ontario secondary teachers in a greater Toronto district school board. We argued that prior experience with online learning such as Additional Qualification (AQ) courses or online professional development would build greater self-efficacy amongst teachers as they transition to online learning. The results indicated that higher online teaching efficacy scores correlated with having taken online Additional Qualification (AQ) courses[1] and online professional development sessions. The highest online teaching efficacy scores correlated with having previously used the board provided learning management system (LMS) and using virtual technology supports. These indicators are correlated with higher scores of online teaching efficacy but require further investigation as to how they can better provide support for teachers in online learning environments.

Previous work has yielded knowledge of teachers' attributions for children's behaviour. Other studies have helped to develop understanding of teachers' efficacy beliefs. Little work has been undertaken to examine teachers' efficacy beliefs with regard to classroom behaviour. This study aimed to investigate the relationship between teachers' individual and collective beliefs about their efficacy with children's behaviour and whether these beliefs were associated with the use of exclusion as a sanction. A total of 197 teachers from 31 primary and nursery schools in the North East of England participated. Participants responded to questionnaires to assess their individual and collective efficacy beliefs. Demographic and school level data were also collected. Factor analysis indicated that teachers' individual efficacy beliefs were best represented by three factors: 'Classroom Management', 'Children's Engagement', 'Instructional Strategies' that corresponded well to previous findings. Analysis of collective efficacy beliefs showed a similar structure that differed from previous findings. Individual efficacy was not associated with numbers of children excluded. One factor 'Addressing External Influences' in the collective beliefs was negatively correlated with numbers of children excluded and appeared to mitigate the deleterious effects associated with socio-economic deprivation. This study adds weight to the importance of understanding and supporting teachers' beliefs in their collective efficacy. In particular, this study underlines the need for strategies that will endorse and develop teachers' beliefs in their ability to manage children's behaviour successfully.

The purpose of this study was to determine if a relationship exists between teaching efficacy and personality type of agricultural science cooperating teachers. The target population was agricultural science teachers who served as cooperating teachers. A convenience sample of those teachers who attended an optional cooperating teacher meeting atTexasA&MUniversity was used in this study (n = 41). Teaching efficacy was determined using the Teacher's Sense of Efficacy instrument and personality type was assessed using the Myers-Briggs Type Indicator. Participants exhibited "Quite a Bit" of efficacy in student engagement, instructional strategies, and classroom management. Accordingly, they also exhibited "Quite a Bit" of overall teaching efficacy. Teachers were equally divided between extroversion (E) and introversion (I), mostly sensing (S), equally divided between thinking (T) and feeling (F), and more judging (J). The most prevalent personality type was ISTJ, followed by ESTJ, ENFJ, and ESFJ. Extroversion was substantially related to overall teaching efficacy and, consequently, to all three subscales (student engagement, instructional strategies, and classroom management). Additionally, judging (J) was positively related to efficacy in classroom management and sensing (S) was negatively related to efficacy in student engagement. Based on the findings, recommendations and implications were given.

This quantitative-descriptive study examined the relationship between administrative practices, teacher efficacy, and student performance in the Schools Division of Surigao del Norte, with administrative practices anchored on the Philippine Professional Standards for School Heads (PPSSH). Respondents were teachers with varied teaching experience and high educational attainment who regularly participated in professional development activities. Findings indicated that school heads’ administrative practices were perceived as highly practiced in leading strategically and developing self and others, and outstanding in building connections, but only moderately practiced in managing school operations and resources, and focusing on teaching and learning. Teacher efficacy was rated very high across instructional strategies, classroom management, student engagement, assessment and evaluation, adaptability and innovation, and collaboration and teamwork. Teacher experience and professional development participation influenced perceptions of administrative practices, but educational attainment did not. No statistically significant direct linear association emerged between administrative practices and teacher efficacy, nor between administrative practices and student performance (GPA or MPS). However, for MPS, teacher efficacy in adaptability and innovation showed a significant positive correlation, while classroom management and student engagement showed significant negative correlations. Student performance was predominantly within “average” (GPA: 85.87% satisfactory–outstanding; MPS: 51.85% average) and “moving towards mastery” categories. Results suggest that while high teacher efficacy and strong leadership exist in some domains, administrative practices and teacher efficacy have complex, indirect influences on student learning outcomes. Strengthening the integration of administrative support with instructional leadership and teacher development is recommended to enhance diverse learning outcomes. Keywords: Administrative Practices, Teacher Efficacy, Student Performance, Philippine Professional Standards for School Heads, Surigao del Norte

This study investigated the characteristics of faculty perceptions of teaching support and teaching efficacy and the relationships between them in Shandong, a province in East China. The results from a sample of 2758 faculty members from 25 public institutions of higher education showed high levels of reported teaching support and teaching efficacy. Faculty members from key institutions scored higher on teaching resources and efficacy for course design but lower on administrative and peer support. Male faculty members scored higher on efficacy for course design, technology usage and classroom management. Teaching assistants scored higher on administrative and peer support but lower on efficacy for course design, instructional strategy, technology usage and classroom management. In addition to the positive relationship between teaching resources, peer support and all teaching efficacy factors, administrative support was negatively related to course design, technology usage, classroom management and learning assessment among faculty of provincial institutions but positively related to course design and technology usage among faculty of vocational institutions. No significant relationship was found between administrative support and teaching efficacy factors among faculty members from key institutions.

The purpose of this study was to examine several potential sources of preservice teachers’ perceptions of their teaching efficacy during their reading and writing lessons. More specifically, the study explored the relationship between the sources of preservice teachers’ self-efficacy and teachers’ perception of efficacy in the areas of instructional strategies, classroom management, and student engagement. Forty-three preservice teachers in pre-literacy methods courses and fourteen in post-literacy methods courses completed the survey, which consisted of the Teacher Sense of Efficacy Scale (TSES) and Teaching Efficacy Sources Inventory. Paired t-test results showed that preservice teachers’ teaching efficacy increased in the three subscales of instructional strategies, classroom management, and student engagement by the end of the literacy method courses. Efficacy for instructional strategies, classroom management, and student engagement were highly intercorrelated with each other in the pre-test data. The results of multiple regression analysis indicated that personality characteristics, capabilities, motivation, enactive mastery experiences with social/verbal persuasion, and physiological/affective state were significant predictors when efficacy for classroom management was the dependent variable in the post-test data. Findings of this study revealed that preservice teachers’ personality, motivation, and capabilities were one of the important sources to improve their teaching efficacy, in congruence with previous research (Poulou, 2007; Yeung & Watkins, 2000).

The objective of the study was to assess student teachers’ efficacy in one of the teacher training institutions in Malaysia, with specific reference to the aspects of student engagement, instructional strategies and classroom management. The sample size was 675 final-year teacher education students. The findings suggest that a majority of the respondents had a high level of teaching efficacy (M = 3.98; SD = 0.36). They were also highly efficacious in student engagement (M = 4.01; SD = 0. 41), instructional strategies (M = 4.01; SD = 0. 39) and classroom management (M = 4.00; SD = 0.45). A significant correlation was found between teaching efficacy and academic achievement C (r = 0.15, p<0.05). The study also revealed that teaching efficacy differed as a function of gender (t = 6.47, p<0.05), career choice (t = 6.04, p<0.05), educational aspiration (t = 2.02, p<0.05) and content major (F3,668 = 9.86, p<0.05).

This paper focused on the efficacy of Singapore teachers who teach low achieving adolescent students. Three dimensions of self-reported teacher efficacy—instructional strategies, classroom management, and student engagement—were examined in relation to teacher attributes and the teacher–student relationship. Data were obtained from the Teacher Self-Efficacy Scale Tschannen-Moran and Woolfolk Hoy (Teaching and Teacher Education 17:783–805, 2001) and the Teacher–Student Relationship Scale Ang (The Journal of Experimental Education 74:55–73, 2005). Significant differences between novice teachers and experienced teachers emerged in teacher efficacy beliefs in relation to instructional strategies, classroom management, and student engagement. Conflict in teacher–student relationship was found to predict teacher efficacy for teachers of low achieving students. Implications for teachers’ professional development were discussed.

The aim of this study is to examine the relationship between competencies of candidate teachers in classroom management and teacher efficacy. This descriptive research is in correlational survey model. The study group consists of a total of 368 students studying in the pedagogical formation program at Aydın Adnan Menderes University. In order to collect the data, Competencies of Candidate Teachers in Classroom Management Scale and Ohio Teacher Efficacy Scale were used. Normality tests, correlation coefficient, regression analysis, independent sample t-test and ANOVA were used in data analysis. As results, a significant difference was not found between competencies of teacher candidates in classroom management and teacher efficacy mean scores according to their gender. While the mean scores competencies in classroom management differ significantly in favor of teacher candidates with teaching experience; there was no significant effect of teaching experience on teacher efficacy mean scores There is a significant positive relationship between the participants’ competencies in classroom management and teacher efficacy mean scores, and teacher candidates' competencies in classroom management are a significant predictor of teacher efficacy. In addition, there is a significant difference in the competencies in classroom management and teacher efficacy mean scores of the teacher candidates according to their age between aged 25 and under and aged 31 and over, in favor of the participants aged 31 and over.

The study, which is grounded in Bandura's concept of self-efficacy, assessed the teaching efficacy beliefs of student teachers before and after completing six months of work-integrated learning. This was necessitated by research which shows that self-efficacy is an important aspect which influences a teacher's ability to teach as well as the effectiveness of that teaching. The first part of this study measured the perceived teaching efficacy of third-year teacher education students in three construct dimensions: student engagement, instructional strategies and classroom management. This part of the investigation was performed before the participants attended their work-integrated learning at secondary schools in South Africa. The sample consisted of 136 students, with 70 males and 66 females, respectively. A questionnaire was used to collect data from the student teachers. The results showed that at the end of their third year of study, the student teachers responded with largely positive teaching efficacy beliefs with regard to their future occupation. The participants’ perceptions of their teaching efficacy were however primarily based on and influenced by their observations of other teachers and lecturers. The theoretical grounding that they received from the institution at which they studied also contributed to their perceptions of their teaching efficacy. The second part of the study engaged the same group of students, then in their fourth year, but after having completed six months of work-integrated learning at South African secondary schools. A similar questionnaire was administered in order to determine the participants’ perceptions of work-integrated learning itself as well as the extent to which work-integrated learning had influenced their teaching efficacy beliefs. Intricate changes in the perceived teaching efficacy of the participants had indeed taken place and are analysed and discussed in this article.

The rise in the number of students with an autism spectrum disorder (ASD) diagnosis combined with the educational trend toward inclusion for students with disabilities has led to an unprecedented number of these students placed in general education classrooms. General educators require appropriate training if these children are to be successful. The problem addressed in the article was that general education teachers have not had sufficient special education training to deal with students with autism. The purpose of the survey was to determine if there was a relationship between special education teacher training and teacher efficacy for both classroom management and inclusion instructional strategies for general educators in a north central Texas school district who work in inclusion classrooms containing students with autism. Study participants included primary and secondary general education teachers in a north central Texas school district who had at least one student with autism in the classroom. Students with autism are participating in inclusive classes at a higher rate than ever before, a situation, which creates new teacher challenges (Kalkbrenner, Braun, Durkin, Maenner, Cunniff, Lee, Pettygrove, Nicholas, &amp; Daniels, 2012). Teachers trained to improve their inclusive teaching efficacy are more likely to use best practices, leading to optimal learner outcomes (Malinen, Savoleinen, &amp; Xu, 2012). Researchers need to identify the best type of teacher training to facilitate inclusion success (Brown &amp; McIntosh, 2012). General education teachers typically do not have adequate special education training to effectively manage the academic and behavioral challenges demonstrated by students with an autism spectrum disorder within the classroom (Killoran et al., 2013, Breitenback, Armstrong, &amp; Bryson, 2013). This lack of training has led to poor teacher efficacy with regards to inclusion strategy implementation and classroom management, which can cause lifelong academic and social failures for these students (Brown &amp; McIntosh, 2012). The purpose of this study was to determine if there was a relationship between the amount of special education training obtained by general educators and their efficacy levels for classroom management and inclusive instructional strategy use with their included students with autism. This study was done to answer two research questions focused on the training levels of general education teachers with students with autism in their classrooms and how training differenced related to efficacy in classroom management and instructional strategy use. RQ1. What is the strength and magnitude of the relationship between efficacy of classroom management and inclusive instructional strategy use as measured by the Teacher Efficacy for Inclusive Practice Scale (TEIP)? RQ2. Is there a main effect of special education training level on classroom management efficacy and inclusive strategy use as measured by the TEIP?

The focus of this paper is to present the findings of the study on teacher efficacy and classroom management. To collect data a survey was administered to 1006 Botswana participants. Out of 1006 participants only 6 did not complete the survey. Pearson-product moment correlation was computed to analyze the data using Statistical Package of Social Sciences (SPSS). Pearson shows a correlation for the three subscales at 0.01 level (2- tailed). For Instructional Strategies and Student Engagement r=.412, Student Engagement and Classroom Management r= .589 and Instructional Strategies and Classroom Management r=.589.For teacher practices items the results show that there is no significant relationship between the positive and negative practices reported by the teachers in regard to classroom management, student engagement, and instructional strategies. Bonferroni adjustment which changes from .05 to .017 shows no significant relationships.

While teacher efficacy is a well-researched concept in mainstream teacher education, it is relatively unexplored in second language (L2) teaching contexts. Part of the problem stems from lack of a specific instrument for measuring teacher efficacy in L2 settings. The present study was conducted, therefore, to develop such an instrument. “Teachers’ Sense of Efficacy scale” (TSES) formed the basis for the development of the new instrument. 35 L2 teachers with more than 3 years of experience were interviewed on the specifics of efficient foreign language teaching. After the content analysis of the interviews, ten items were developed and added to TSES. The resultant 33- item questionnaire, “Second Language Teacher Efficacy Scale”, SLTES, was administered to 272 English language teachers for construct validation. Factor analysis of the collected data with principal axis factoring yielded the same factor structure of TSES, that is, efficacy in instructional strategies, efficacy in student engagement, efficacy in classroom management which were redefined in light of the items added to each.

There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes.

The purpose of this study was to longitudinally examine the teaching efficacy of agricultural science student teachers throughout the student teaching experience. The population of interest for this study was all agricultural science student teachers at Texas A&amp;M University. The accessible sample of the population was all student teachers during the Fall 2004 semester (n = 33). Using the Teachers’ Sense of Efficacy Scale instrument (Tschannen-Moran &amp; Woolfolk Hoy, 2001), efficacy in student engagement, instructional strategies, and classroom management were measured: 1) the first day of the 4-week on-campus portion of the student teaching semester; 2) the last day of the 4-week on-campus block; 3) the middle of the 11-week student teaching experience; and 4) the final day of the student teaching experience. It was concluded that efficacy in student engagement and instructional strategies changed, while efficacy in classroom management did not. Overall teaching efficacy also changed. Student teachers had “Quite a Bit” of teaching efficacy at the beginning of the semester, which slightly increased four weeks later, then decreased to its lowest level at the middle of the 11-week student teaching experience, and then rebounded by the end of the experience.