Classroom Management Efficacy Research Articles

A LONGITUDINAL EXAMINATION OF TEACHING EFFICACY OF AGRICULTURAL SCIENCE STUDENT TEACHERS

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&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 & 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.

Teachers' conflict management styles: The role of attachment styles and classroom management efficacy

Constructive conflict management strategies are important in maintaining a positive classroom environment yet little is known about interpersonal or school variables associated with teachers' use of such strategies with students. Teachers high in self-reported classroom management efficacy (CMEFF) and security of attachment (low on avoidance, anxiety) were predicted to endorse use of positive classroom management strategies (e.g., integrating, compromising) more than insecure teachers and those low in CMEFF. Teachers ( N = 283) from eleven schools (seven elementary), largely female and white, responded to a questionnaire in their boxes (29.4% response rate). School and teacher demographic variables were included in a multivariate regression after preliminary analysis suggested that ignoring the multilevel structure of the data made little difference in results; school variances were small compared with teacher variances. CMEFF and years teaching had positive, significant effects on use of integrating and compromising strategies, while avoidance had negative effects on both and anxiety on integrating strategies. Implications for teacher development are discussed.

CONFIRMATORY FACTOR ANALYSIS AND RELIABILITY OF THE CHINESE VERSION OF A REVISED TEACHER EFFICACY SCALE AMONG GUIDANCE TEACHERS IN HONG KONG

Emmer & Hickman (1991) revised the Teacher Efficacy Scale (Gibson and Dembo, 1984) by adding in a Teacher Efficacy in Classroom Management and Discipline Sub-Scale and examined its factor structure. They recommended a three-factor model with Classroom Management and Discipline as a distinct factor from the other aspects of Teacher Efficacy. In the present study, the factor structure of responses to the Chinese version of a Revised Teacher Efficacy Scale (TES-R; Emmer & Hickman, 1991) in a sample of 250 secondary school guidance teachers in Hong Kong was examined using the EQS approach to confirmatory factor analysis. The results showed that a three-factor model (Personal Teaching, Classroom Management & Discipline, and External Influences) provided the best fit, though with the first two sub-scales highly correlated (r = .75). In addition, the deletion of three items yielded a better fitting model that was cross-validated by analyzing the responses of two separate sub-samples (guidance teachers with nine years' or less teaching experience, and those with ten years' or more teaching experience). Potential uses of the C-TES-R are

Teacher Efficacy in Classroom Management and Discipline

A scale for measuring teacher efficacy in classroom management and discipline is presented, along with results from a factor analysis of intercorrelations of items from the scale and items from two other teacher efficacy scales. Data sources included 119 preservice teacher education students and 42 student teachers. Results are presented indicating that classroom management/discipline efficacy is distinct from other types of teacher efficacy, and that the subscales have acceptable internal consistency and test-retest reliability. The data also indicate that efficacy beliefs predict preferences for certain strategies to deal with problems presented in vignettes; however, no relationships were found between self efficacy scores of student teachers and ratings of teaching performance made by university supervisors.