Abstract
The incremental value of efficacy enhancement of pre-teachers can also be predicted form the perspective of their resilience factors. The purpose of this study is to determine the relationship between resilience factors with personal and general teaching efficacy among special education pre-service teachers. The resilience factor includes both external and psychological factors. The sample of this study consists of 194 special education pre-service teachers in Malaysian public universities. Descriptive analysis is carried out to determine the teaching efficacy level. The Pearson correlation is conducted to determine the relationship between resilience with teaching efficacy among pre-teachers of special education. Regression analysis is used to predict teaching efficacy based on resilience. The findings show high levels of confidence in personal teaching efficacy, while moderate low levels of confidence in general teaching efficacy. On overall basis, the resilience factors shows a high moderate level. The Pearson correlation generally shows that resilience factors have a positive and significant relationship with teaching efficacy. The regression analysis shows that resilience factor of conversion is an essential predictor for teaching efficacy. The implication of this study is for special education pre-service teachers to perceive both psychological and external resilience factors to enhance their teaching efficacy, professionally.
Highlights
Teachers who are more efficacious dedicate more class time for educational accomplishments, offer response towards student learning and provide support to student that has problem in comprehending material, than teachers with lesser efficacy values (Hightower, Delgado, Lloyd, Wittenstein, Sellers & Swanson, 2011)
Research Findings Level of Teaching Efficacy among Pre-Service Teacher of Special Education Based on Table 1, the analysis of the construct of teaching efficacy shows a high level for personal teaching efficacy (M = 4.122, SD = .650) which refers to pre-teachers’ feeling of confidence in regard to their teaching abilities, instructional research, enthusiasm to try a variety of resources and approaches, motivation to employ effective teaching methods and implementation of progressive and innovative approaches
The analysis showed that there is a statistical significant relationship between resilience in theme acceptance, which refers to the external resilience factors
Summary
Teachers who are more efficacious dedicate more class time for educational accomplishments, offer response towards student learning and provide support to student that has problem in comprehending material, than teachers with lesser efficacy values (Hightower, Delgado, Lloyd, Wittenstein, Sellers & Swanson, 2011). High efficacy teachers have more belief to influence students’ learning; even the learning may perhaps more challenging (Tschannen-Moran & Hoy, 2001). They are open to give more fresh ideas and are more prepared to try other teaching approaches to meet their students’ needs well (Strong, Gargani & Hacifazlioglu, 2011). Low efficacy teachers think that they only have least influence on student success, which makes them surrender when encountered with a challenging condition. They are less resourceful, and regularly feel that students unable to learn because of the extenuating conditions (D’Elisa, 2015)
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