Fostering school and classroom discipline in Türkiye: Leadership, shared decision-making, parental involvement and teacher self-efficacy

Teachers' Sense of Efficacy: An Important Factor in School Improvement

Introduction. Teacher self-efficacy and parental involvement are closely connected and can both have a significant impact on student success. Objectives. This article examines the connections between teacher self-efficacy and parental involvement practices. The idea that parental involvement and teacher self-efficacy have a positive influence on students' academic achievement is widely accepted. Methods. A quantitative study was conducted to examine the levels of self-reported self-efficacy and parental involvement of 600 special education teachers in Greece. Results. The results revealed that teacher self-efficacy is significantly positively correlated with parental involvement in pedagogical work. Conclusion. Overall, the research reviewed in this article suggests that special education teachers in Greece with a high level of self-efficacy involve parents in the education of their students more often. This is very important because high levels of parental involvement can contribute to better education of students with special needs.

Korean early childhood educators' multi-dimensional teacher self-efficacy and ECE center climate and depression severity in teachers as contributing factors

Analyzing teacher self-efficacy has been a prominent issue in educational research since late 1970s. Teacher efficacy basically refers to teachers’ beliefs in their abilities to organize and execute courses of action necessary to bring about desired results (Tschannen-Moran et al., 1998). This study attempts to examine self-efficacy beliefs of teachers working at primary state schools in Turkey regarding dimensions such as instruction, adapting instruction to individual needs, motivating students, and maintaining discipline. It specifically aims to reveal whether gender and experience have a significant influence on the teachers’ self-efficacy beliefs. Data obtained from the participants’ responses to the items in the Norwegian Teacher Self-Efficacy Scale (Skaalvik & Skaalvik, 2010) were analysed using SPSS Version 17.0. Findings of the study suggest that teachers’ self-efficacy beliefs are improved through gaining professional experience, and that female teachers seem to have lower self-efficacy beliefs than their male colleagues with respect to motivating students, keeping discipline in classroom, and coping with challenges. The study concludes with practical implications of the findings, and a few suggestions for further directions. Article visualizations:

This study determined the level of performance productivity of teachers and effectiveness of public elementary schools. This study employed the non-experimental descriptive survey research design in investigating the research problem. The respondents are the 115 public elementary teachers who are in a plantilla position or in a permanent status teacher in Santa Cruz North District, Division of Davao del Sur using slovin’s formula. The data analysis utilized the mean, Pearson r, and regression analysis. The finding revealed that the level of performance productivity of teachers in terms of; Classroom Instruction, Classroom Discipline, Learning Outcome, and Community Linkages was always manifested. Moreover, the level of effectiveness of public elementary schools in terms of; Academic Achievement, School Environment, Parental Involvement, and Curriculum Instruction was always manifested. Furthermore, the study found that there is a significant relationship between Performance Productivity of Teachers and Effectiveness of Public Elementary Schools, all components of performance productivity of teachers influenced of the effectiveness of public elementary schools. These findings compliment Human Capital theory which suggests that the skills, knowledge, and competencies of teachers directly impact the productivity of public schools. Keywords: Performance Productivity, School Effectiveness, Classroom Instruction, Classroom Discipline, Learning Outcome, Community Linkages, Academic Achievement, School Environment, Parental Involvement, CurriculumInstruction

The rapid development of information and communication technologies (ICT), and the unexpected transition to online teaching due to COVID-19 necessitates that teachers should have the knowledge, competent skills and strategies to integrate digital tools and platforms effectively. Literature suggests however that many teachers do not feel confident enough or lack perceived capability in teaching using advanced technologies in classrooms, and do not have positive self-efficacy beliefs towards their online teaching. Hence, the purpose of this mixed-method study is to investigate teachers’ self-efficacy (TSE) in online learning environments amid COVID-19. A total of 150 K-12 teachers from six Arab countries were invited to participate in the study. Quantitative and qualitative data revealed that perceived self-efficacy of online teaching was high. Two main factors, receiving support to design online instruction and receiving professional development in online teaching, significantly predict participants’ sense of self-efficacy. Teachers who have previous experience in online teaching scored higher on their self-efficacy than teachers with limited or no experience. Student engagement had the weakest correlation between the four scales with the overall self-efficacy. Parental involvement was discovered through the qualitative analysis to be an emerging factor that could enhance teachers’ self-efficacy. Recommendations and limitations are further discussed.

Purpose: This study aimed to explore the underlying factors behind teachers’ self-efficacy for teaching, beliefs about teaching, and their readiness for change in understanding their attitudes towards the constructivist curriculum change in Türkiye through the lens of Bronfenbrenner’s ecological theory of education. Design/Methodology/Approach: The study employed a phenomenological approach to uncover teachers’ lived experiences concerning the factors influencing their attitudes towards the 2005 curriculum change in the Turkish education system. Twenty-one teachers from elementary, middle, and high schools were selected through maximum variation sampling. The data were collected through semi-structured, in-depth interviews, and analyzed using content analysis. Findings: Concerning Bronfenbrenner’s ecological framework, the findings resulted in the following themes: a) Teacher-related factors: Teacher characteristics, including their educational background, teaching experience, professional knowledge, skills, motivation, and emotional readiness. b) Micro-system and meso-system-related factors: K-12 school curricula, the involvement of students and parents, the physical and technological infrastructure of schools, the influence of school principals and colleagues in creating a supportive learning environment towards implementing the constructivist curriculum. c) Exo-system-related factors: Socio-cultural environment and mass media. d) Macro-system-related factors: The structural and operational challenges within the education system, the design and quality of professional development activities, the financial status of teachers and the inadequacy of the pre-service teacher education programs and practices, suggesting a pathway for enhancing overall teacher preparedness and support. Highlights: The study provides the key stakeholders, especially education policymakers, curriculum development experts, school principals, and teacher educators, with essential insights for developing an understanding of the ecology of curriculum change and adopting a non-linear, holistic, and comprehensive view of curriculum change implementation. More specifically, the in-depth exploration of the factors influencing teachers’ self-efficacy, general beliefs about teaching, and readiness for change call for those stakeholders to work collaboratively and develop effective strategies to support teachers, who are the curriculum makers and the agents of change, for a successful and sustainable curriculum change.

Classroom discipline is a significant concern in most educational systems and a critical element of an effective learning environment. In this article, we present a multilevel analysis of teachers' perceived classroom discipline (PCD) in Portugal, using data from the TALIS 2013. Portuguese teachers perceived slightly more classroom discipline problems than the mean of OECD countries, with classroom variables explaining PCD much better than school-related variables. The percentage of low achievers in the classroom, teacher's self-efficacy, and teacher's need for training in classroom management were the best predictors of PCD. Still, student-related factors (e.g., low achievement) were better predictors of PCD than teacher-related factors (e.g., teacher experience or teacher gender).

Celem artykułu jest empiryczna weryfikacja poczucia własnej skuteczności wśród nauczycieli edukacji wczesnoszkolnej. Przeprowadzono badania metodą sondażu diagnostycznego wśród 44 nauczycieli klas początkowych. Zastosowano kwestionariusz Teacher’s Self Efficacy (TSE) Alberta Bandury w tłumaczeniu autorki. Wyniki badań wskazują na to, że nauczyciele najwyższą skuteczność osiągają w zakresie umiejętności wychowawczych, a najniższą w kontaktach z rodzicami i umiejętnościach tworzenia bezpiecznej, stymulującej atmosfery pracy w relacjach z uczniami, innymi nauczycielami i pracownikami szkoły. Ustalono, że nauczyciele będący w fazie zdobywania kolejnych stopni awansu zawodowego prezentują wyższe poczucie własnej skuteczności niż nauczyciele, którzy osiągnęli status nauczyciela dyplomowanego.

Contents: Part I: Introduction. C.M. Evertson, C.S. Weinstein, Classroom Management as a Field of Inquiry. J. Brophy, History of Research on Classroom Management. Part II: J. Brophy, Alternative Paradigms for the Study of Classroom Management. T.J. Landrum, J.M. Kauffman, Behavioral Approaches to Classroom Management. M. Gettinger, K.M. Kohler, Process-Outcome Approaches to Classroom Management and Effective Teaching. W. Doyle, Ecological Approaches to Classroom Management. G. Morine-Dershimer, Classroom Management and Classroom Discourse. E. Brantlinger, S. Danforth, Critical Theory Perspective on Social Class, Race, Gender, and Classroom Management. A.W. Hoy, C.S. Weinstein, Student and Teacher Perspectives on Classroom Management. Part III: M. McCaslin, Recent and Emergent Perspectives on Classroom Management. M. McCaslin, A.R. Bozack, L. Napoleon, A. Thomas, V. Vasquez, V. Wayman, J. Zhang, Self-Regulated Learning and Classroom Management: Theory, Research, and Considerations for Classroom Practice. M. Watson, V. Battistich, Building and Sustaining Caring Communities. D.T. Hickey, N.J. Schafer, Design-Based, Participation-Centered Approaches to Classroom Management. M.J. Elias, Y. Schwab, From Compliance to Responsibility: Social and Emotional Learning and Classroom Management. G. Gay, Connections Between Classroom Management and Culturally Responsive Teaching. Part IV: A.W. Hoy, Classroom Management in Specific Contexts. K. Carter, W. Doyle, Classroom Management in Early Childhood and Elementary Classrooms. E.T. Emmer, M.C. Gerwels, Classroom Management in Middle and High School Classrooms. K. Lane, K. Falk, J. Wehby, Classroom Management in Special Education Classrooms and Resource Rooms. L.C. Soodak, M.R. McCarthy, Classroom Management in Inclusive Settings. H.R. Milner, Classroom Management in Urban Classrooms. Part V: J.M. Cooper, Managing the Instructional Formats of Contemporary Classrooms. R.A. Lotan, Managing Groupwork in the Heterogeneous Classroom. C.M. Bolick, J.M. Cooper, Classroom Management and Technology. L.M. Morrow, D.R. Reutzel, H. Casey, Organization and Management of Language Arts Teaching: Classroom Environments, Grouping Practices, and Exemplary Instruction. J.R. Mergendoller, T. Markham, J. Ravitz, J. Larmer, Pervasive Management of Project-Based Learning: Teachers as Guides and Facilitators. Part VI: T.L. Good, Research and Theory With Implications for Classroom Management. K.R. Wentzel, A Social Motivation Perspective for Classroom Management. J. Reeve, Extrinsic Rewards and Inner Motivation. J.M.T. Walker, K.V. Hoover-Dempsey, Why Research on Parental Involvement Is Important to Classroom Management. R.C. Pianta, Classroom Management and Relationships Between Children and Teachers: Implications for Research and Practice. L. Nucci, Classroom Management for Moral and Social Development. Part VII: E.T. Emmer, Programs for Classroom Management and Discipline. H.J. Freiberg, J.M. Lapointe, Research-Based Programs for Preventing and Solving Discipline Problems. S.L. Robinson, S.M. R. Griesemer, Helping Individual Students With Problem Behavior. D. Johnson, R. Johnson, Conflict Resolution, Peer Mediation, and Peacemaking. T.J. Lewis, L.L. Newcomer, R. Trussell, M. Richter, Schoolwide Positive Behavior Support: Building Systems to Develop and Maintain Appropriate Social Behavior. I. Hyman, B. Kay, A. Tabori, M. Weber, M. Mahon, I. Cohen, Bullying: Theory, Research, and Interventions. Part VIII: C.M. Evertson, Teaching and Learning About Classroom Management. V. Jones, How Do Teachers Learn to Be Effective Classroom Managers? L. Stough, The Place of Classroom Management and Standards in Teacher Education. I.A. Friedman, Classroom Management and Teacher Stress and Burnout. K. Fries, M. Cochran-Smith, Teacher Research and Classroom Management: What Questions Do Teachers Ask? B. Larrivee, The Convergence of Reflective Practice and Effective Classroom Management. Part IX: I. Hyman, Policy, Law, Ethics, and Equity. D. Schimmel, Classroom Management, Discipline, and the Law: Clarifying Confusions About Students' Rights and Teachers' Authority. P. Fenning, H. Bohanon, Schoolwide Discipline Policies: An Analysis of the Discipline Codes of Conduct. C. Fallona, V. Richardson, Classroom Management as a Moral Activity. R.J. Skiba, M.K. Rausch, Zero Tolerance, Suspension, and Expulsion: Questions of Equity and Effectiveness. Part X: T. Wubbels, International Perspectives on Classroom Management. A. Miller, Contexts and Attributions for Difficult Behavior in English Classrooms. M. Ben-Peretz, B. Eilam, E. Yankelevich, Classroom Management in Multicultural Classes in an Immigrant Country: The Case of Israel. K. Granstroem, Group Phenomena and Classroom Management in Sweden. T. Wubbels, M. Brekelmans, P. den Brok, J. van Tartwijk, An Interpersonal Perspective on Classroom Management in Secondary Classrooms in the Netherlands. R. Lewis, Classroom Discipline in Australia. K. Nishioka, Classroom Management in Postwar Japan: The Life Guidance Approach.

This study aimed at identifying classroom management skills and its related to self-efficacy for preparatory school teachers in Kuwait according to variables of (gender and experience level) whose number was (6422) teachers for the second of the academic year (2020/2021). The sample of the study that chosen randomly, consisted of (362) teachers, (120) male and (242) female. This study was based on the correlational descriptive methodology. Two questionnaires were developed to measure (self-efficacy, classroom management skills) since they were suitable for the nature of the study. The results revealed that the levels of classroom management skills were high with a mean of (4.51), and revealed that the levels of self-efficacy were high with a mean of (4.16).The results also indicated significant correlation between self-efficacy and classroom management skills. That there were statistically. The study revealed statistically significant differences among the (classroom discipline, planning, teaching skills, classroom organizing) for female teachers. While there were no statistically significant differences in the field of class climate depending on the gender variable. There were also statistically significant differences in the total score of the classroom management skills scale according to the teacher experience variable.

PERCEPTIONS OF TEACHERS REGARDING THE IMPORTANCE AND EXISTENCE OF RESEARCH-BASED PROGRAM CHARACTERISTICS IN ALTERNATIVE HIGH SCHOOLS AND TEACHERS’ PERCEPTIONS OF EFFICACY IN THE COMMONWEALTH OF VIRGINIA Robert Craig Lowerre, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2010 Major Director: Cheryl Magill, Ph.D., Assistant Professor, Educational Leadership School of Education The purpose of this research was to determine teachers’ perceptions of the degree to which research-based characteristics exist in alternative high schools and programs in the Commonwealth of Virginia and the importance of these characteristics to effective education. In addition, this research investigated whether or not these perceptions were related to the teachers’ perception of efficacy. These seven characteristics were (a) clearly identified enrollment criteria, (b) low ratio of student to teachers, (c) one-to-one interactions between staff and students, (d) social skills instruction, (e) effective academic instruction, (f) parental involvement and parental support programs, and (g) specific training for teachers who are working with at-risk youth. Alternative school teachers were also administered the short form of the Tschannen-Moran and Woolfolk Hoy (2001) Teachers’ Sense of Efficacy Scale that is specifically designed to assess the respondents’ perceptions of their self-efficacy as teachers. The data show that alternative school teachers in Virginia ranked “low student to staff ratio” as the most important and “parental involvement and parental support programs” as the least important research-based characteristics for the academic focus of their schools. It was also evidenced by the data that none of the research-based characteristics were shown to have “strong evidence” of existence in Virginia’s alternative schools and programs. Finally, the data showed that there is a positive correlation between the existence of the research-based characteristics and the reported self-efficacy of the alternative school teachers.

This study aimed to identify the areas where proficient teachers struggle the most and the areas where they feel confident regarding influence in decision-making, instructional, disciplinary, parental involvement, community involvement, and a positive school climate. A mixed-method of sequential explanatory design was utilized, involving 70 secondary high school teachers in the Cluster I Schools Division of Pampanga. The study’s findings demonstrated that teachers are more comfortable and feel more competent and confident in areas like instruction and a positive school climate, where they have more direct control over the conduct and learning of their students. On the other hand, the respondents seemed to be reasonably confident in their ability to influence decisions made within the educational institution. This could be due to several factors, including their experience, relationships with other staff members, or participation in committees that make decisions for the organization. The study highlighted the importance of maintaining collaboration and support among educators, administrators, and the entire school community to foster an environment that values ongoing learning and effective teaching strategies. Lastly, this study emphasized how important teacher self-efficacy is in determining effective teaching practices, especially for experienced teachers. It also emphasized the importance of recognizing and providing targeted support for teachers' strengths to build their confidence and ultimately improve student achievement. The research suggests that schools should give priority to programs that increase teacher self-efficacy through mentorship programs, targeted professional development, and building a supportive school culture. These efforts will ultimately increase instructional effectiveness and improve the teachers’ overall confidence in teaching.

Theoretically, teacher self-efficacy relates to student outcomes through teaching behavior. However, underlying pathways through which specific teacher self-efficacy facets longitudinally relate to student motivation and emotion in classrooms remain unclear. This study aims to overcome this research gap by investigating whether student- and teacher-reported classroom discipline and social relatedness explain the longitudinal relations between teacher self-efficacy for classroom management and for emotional support and student self-efficacy and enjoyment. Multilevel analyses were carried out with data from 959 students and their 50 teachers. Results revealed that teacher self-efficacy for classroom management at the beginning of Grade 9 (T1) related indirectly to student enjoyment in the middle of Grade 10 (T3) through student-perceived class-level discipline at the beginning of Grade 10 (T2). Teachers’ self-efficacy for emotional support (T1) related positively to teacher- and student-reported social relatedness (T2); the latter related to student enjoyment (T3). Implications for future teacher motivation research are discussed.

This study aims to examine the relationship between teacher’ perceived disciplinary, professional development barriers, teacher self-efficacy, and teaching practices. The research utilizes data from 8.342 teachers obtained from the TALIS 2018 Turkey dataset. A structural equation model based on Bayesian parameter estimation was developed to analyze the relationships between the variables. The findings revealed that teacher’ perceived disciplinary had no direct relationship with teaching practices. However, it was determined that this relationship is established indirectly through teacher self-efficacy. Furthermore, professional development barriers were found to moderate both the direct and indirect relationships (via teacher self-efficacy) between perceived classroom discipline problems and teaching practices. Indeed, it was determined that lower levels of professional development barriers strengthened these direct and indirect relationships. These results indicate that perceived classroom discipline problems can negatively impact teachers' self-efficacy, thereby indirectly harming teaching practices. Additionally, it is understood that these negative effects may be more pronounced in situations where professional development barriers are low. The study concludes by offering various recommendations for policymakers, educational practitioners, and researchers, based on the findings.