Self-efficacy In Classroom Management Research Articles

CANDIDATES TEACHERS' CLASSROOM MANAGEMENT SELF-EFFICACY LEVELS

This research aimed to determine the classroom management self-efficacy beliefs of students have been studying in Faculty of Education and students have been maintaining pedagogical formation certificate program. It employed survey model. The study group was composed of 362 trainees who attended to pedagogical formation certificate program in Duzce University in 2015/16 academic year spring term and 255 sophomores, junior and senior class students in Classroom Teaching and Science Teaching Departments in Duzce University Faculty of Education in 2015/16 academic year. In the study, it was aimed to reach the whole population and a scale was implemented instead of sampling. The research was conducted with 410 returning scales. “Teacher Self-Efficacy Scale” was conducted in order to determine the classroom management self-efficacy perceptions of the student teachers. Since the data were not normally distributed, Mann-Whitney U Test which is a nonparametric test. The following results were obtained: Classroom management self-efficacy perceptions of the students who have been studying in Faculty of Education and students who have been attending the pedagogical formation certificate program are high in terms of “Providing the student participation”, “Utilization of Teaching Strategies” and “Classroom management”. The difference between the classroom management self-efficacy perception averages of the two groups was not statistically meaningful. Also, there was no statistically meaningful difference between the students who have been studying in Faculty of Education and students who have been attending the pedagogical formation certificate program in terms of gender variable.

Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies

Educator stress has been linked to decreased job satisfaction, negative instructional practices, and poor student outcomes. However, it is unknown whether educators with high teaching efficacy may better cope with the test stress. As such, the primary purpose of the present investigation was to examine the complex relationship between teacher self-efficacy, teacher stress related to testing, and job satisfaction. Structural equation modeling was used to evaluate the hypothesized relationships within a sample of 1242 teachers in one state in the Southeastern United States. Results indicated a significant influence of self-efficacy in student engagement and self-efficacy in classroom management on the relationship between sources of stress and job satisfaction, as well as efficacy in classroom management on the relationship between manifestations of stress and job satisfaction was also identified. These initial findings underscore the importance of supporting teacher self-efficacy to reduce stress associated with high-stakes accountability policies and increase job satisfaction. Implications and directions for future research will be discussed.

CANDIDATES TEACHERS' CLASSROOM MANAGEMENT SELF-EFFICACY LEVELS

This research aimed to determine the classroom management self-efficacy beliefs of students have been studying in Faculty of Education and students have been maintaining pedagogical formation certificate program. It employed survey model. The study group was composed of 362 trainees who attended to pedagogical formation certificate program in Duzce University in 2015/16 academic year spring term and 255 sophomores, junior and senior class students in Classroom Teaching and Science Teaching Departments in Duzce University Faculty of Education in 2015/16 academic year. In the study, it was aimed to reach the whole population and a scale was implemented instead of sampling. The research was conducted with 410 returning scales. “Teacher Self-Efficacy Scale” was conducted in order to determine the classroom management self-efficacy perceptions of the student teachers. Since the data were not normally distributed, Mann-Whitney U Test which is a nonparametric test. The following results were obtained: Classroom management self-efficacy perceptions of the students who have been studying in Faculty of Education and students who have been attending the pedagogical formation certificate program are high in terms of “Providing the student participation”, “Utilization of Teaching Strategies” and “Classroom management”. The difference between the classroom management self-efficacy perception averages of the two groups was not statistically meaningful. Also, there was no statistically meaningful difference between the students who have been studying in Faculty of Education and students who have been attending the pedagogical formation certificate program in terms of gender variable. Article visualizations:

Self-regulation workshop and Occupational Performance Coaching with teachers: A pilot study.

Teachers' occupational role and performance can be undermined when working with students with disruptive classroom behaviours. This pilot study aimed to explore the impact of school-based occupational therapy intervention on teachers' classroom management self-efficacy and perceived performance/satisfaction in their management of students with disruptive behaviours. This pilot study used a multiple-case replication study design. A cohort of regular classroom elementary school teachers (n = 11) participated in a 1-day workshop on sensorimotor strategies for supporting student self-regulation followed by eight individual sessions of Occupational Performance Coaching (OPC). Measurement tools were the Canadian Occupational Performance Measure, Goal Attainment Scaling (GAS), and Teachers' Self-Efficacy Scale-Classroom Management. Improvement in teachers' perception of performance, satisfaction, and classroom management was seen. GAS showed clinically significant improvement. Improvements were sustained at 7 weeks follow-up. Preliminary results support the use of sensorimotor education combined with OPC to enable teachers' occupational performance.

Perceived Self-Efficacy of Thai Secondary School English Teachers

Effectiveness of learning and teaching may be influenced by many factors from either students themselves or teachers. For teachers, one of the factors for their effective teaching may lie in their belief of their own ability to succeed in teaching, which can be referred to as self-efficacy. This survey study attempted to examine teachers’ self-efficacy level among Thai secondary school teachers and whether their school setting affected this self-efficacy. The subjects were 30 English teachers who currently teaching at Thai secondary schools: 15 teachers are from Bangkok and the other 15 from other provinces. The findings indicated that globally the participating teachers have moderate level of self-efficacy (Mean=6.47). Further observation was made on the differences among the three sub-scales of self-efficacy. The result showed that teachers’ self-efficacy in instructional strategies (Mean=6.64) was the highest followed by self-efficacy in classroom management (Mean=6.51) and in student engagement (Mean=6.46). Moreover, when comparing the level of self-efficacy of teachers from the two settings, it was found that the teachers in provincial areas display a higher sense of self-efficacy than those in the Bangkok area.

The Culturally Responsive Classroom Management Self-Efficacy Scale: Development and Initial Validation

This article reports on the development and initial validation of the Culturally Responsive Classroom Management Self-Efficacy Scale. Data from 380 preservice and inservice teachers were used to examine the psychometric properties of the instrument. Exploratory factor analysis results suggested a one-factor structure consisting of 35 items and the scores on the measure were highly reliable. Evidence of construct validity was obtained with two existing teacher self-efficacy measures. The results of the correlational analysis lend credence that the instrument developed by the research team was indeed measuring self-efficacy beliefs. The implications for teacher education and research are discussed.

General Education Teachers’ Perceived Self-Efficacy in Teaching Students with Disabilities in Oman

The objective of this study was to determine general education teachers’ level of self-efficacy in teaching inclusive classrooms and to investigate whether general education teachers’ level of self-efficacy vary according to the domain of knowledge and skills. In addition, the current study examined the relationship between teachers’ gender, school level taught, teaching experience and their self-efficacy. Finally, this study explored the relationship between general education teachers’ self-efficacy and their attitudes toward inclusion. Seven hundred three general education teachers participated in this study. The mean scores of the teachers on the self-efficacy domains suggest that they had high levels of perceived self-efficacy in classroom management, moderate levels in collaboration and assessment, and low levels in special education. The findings also indicated that the perception of general education teachers as to their level of self-efficacy varied significantly according the domain of knowledge and skills. The findings also revealed that male teachers reported significantly higher levels of self-efficacy than female teachers. Moreover, the findings indicate that teachers’ teaching experience and school level taught had a significant relationship with their self-efficacies in some of the domains. Finally, the results showed significant positive correlations between teacher’s self-efficacy and their attitudes towards inclusion.

Effects of the Good Behavior Game on the Behavioral, Emotional, and Social Problems of Children With Psychiatric Disorders in Special Education Settings

Teaching children with psychiatric disorders can be a challenging task. The purpose of this study was to examine the impact of the Good Behavior Game (GBG) in children with psychiatric disorders, and their teachers, in special education. Teachers were trained by licensed school consultants to implement positive behavior support strategies to elicit desired behavior in students. A total of 389 children and their 58 teachers at 11 schools for special primary education were included in the study. Using a cluster randomized controlled design, special education schools were assigned to an intervention condition or an education as usual condition. An increase in emotional and behavioral problems was found in the control group, whereas no change was seen in the intervention group, indicating a modest intervention effect. No effects were found on children’s relationships with teachers or peers. The GBG affected teachers’ sense of self-efficacy in engaging students in schoolwork, but no effects were found on teachers’ self-efficacy in classroom management or on teachers’ burnout symptoms. Thus, although children with psychiatric disorders and their teachers in special education can benefit from the GBG, given the partial effects and modest effect sizes, a longer duration program complemented with additional elements is recommended.

The Relationship between Novice and Experienced Teachers’ Self-efficacy for Personal Teaching and External Influences

This study investigates the effect of teachers’ self-efficacy on personal teaching and external influences. The study involves 18 novice and 18 experienced English teachers teaching at Ilam high schools from March to September of 2014. Data were collected through a questionnaire. Teacher's questionnaire consisted of 36 Likert scale items. To analyze the data, t-tests were applied. When the two groups were compared, novice and experienced teachers were found to differ in their self-efficacy for classroom management, but not in their efficacy for personal teaching and external influences. In order to improve teachers’ efficacy for personal teaching and external influences in-service training programs and regular meetings where teachers share their experiences can be held.

Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs.

Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs.

GENDER VARIATIONS IN NORWEGIAN PRE-SERVICE TEACHERS' MOTIVATIONAL ORIENTATIONS

Pre-service teachers’ gender and its associations with motivational orientations are under-researched issues. This study, therefore, used a survey methodology to research gender variations in the motivational orientations of pre-service teachers in general. The research clearly shows that male pre-service teachers are less motivated than their female counterparts and have higher levels of disillusion motivation. Female pre-service teachers are more influenced by teacher role models and show higher levels of intrinsic motivation and self-efficacy in classroom management. Males seem to internalize external academic pressure to a lesser extent. Further research is needed to better understand these significant findings. The conclusion is that interactions between gender and pre-service teachers’ motivational orientations need to be further explored and explicitly addressed by teacher educators. Key words: pre-service teachers, gender; motivational orientations; self-efficacy.

Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality

This study examined the nature of teachers' self-efficacy, differences between elementary and middle school teachers' self-efficacy and the implications for observed classroom quality. Teachers (N = 101; 61% female and 85% European American) completed a survey and 96 were observed teaching two different classes. The sample included 6th grade (n = 44) and 7th grade (n = 30) teachers from six middle schools and 5th grade teachers (n = 27) from twelve feeder elementary schools. Exploratory factor analysis indicated that teachers' self-efficacy for managing peer relations is a distinct dimension from teachers' self-efficacy for classroom management, instruction and student engagement. Teachers felt less efficacious about managing peer relations compared to classroom management and instruction. Further, middle school teachers reported lower self-efficacy for classroom management and managing peer relations compared to elementary school teachers. For elementary and middle school teachers, their self-efficacy for classroom management and for managing peer relations was associated with some aspects of observed classroom quality.

Pre-service Teachers’ Classroom Management Self-efficacy Beliefs

Maintaining classroom order is one of the skills and responsibilities teachers are required to develop. Likewise, teachers are expected to design a proper classroom environment where instructional goals are reached effectively. Self-efficacy is a concept frequently debated among scholars of educational realms, albeit exploration of teachers’ self-efficacy specifically in terms of classroom management is quite rare, especially for pre-service teachers. Hence, the present research was conducted to reveal pre-service teachers’ beliefs about their own capabilities in classroom management. The survey was carried out by utilizing “Classroom Management Self-efficacy Scale” with respect to quantitative research methodology, collecting data from senior (fourth grade) pre-service teachers enrolled in a primary education program during 2014-2015 academic year. Data analyses demonstrated participants’ high degree of self-efficacy beliefs in classroom management, implying the effectiveness of classroom management courses taught at the programs. The evidences further suggested higher self-efficacy levels in maintaining classroom order for female prospective teachers. The outcomes also revealed pre-service teachers with higher academic achievement tended to perceive themselves more efficacious in terms of classroom management. Pre-service teachers enrolled at departments of elementary school teaching and pre-school teaching were found to be more confident in their classroom management capabilities compared to those studying at science teaching. The results of the study lastly indicated a positive correlation between classroom management efficacies and outcome expectancies of the subjects. © 2015 IOJES. All rights reserved

Self-Efficacy in Classroom Management of Faculty Members of the University of Eastern Philippines

Our behavior is influenced by how much we believe we can do things. If a teacher believes s/he can manage the classroom well, then there is a probability that s/he will be able to do it. The study determined the level of self-efficacy in classroom management of faculty members of the University of Eastern Philippines. It determined the relationship of the level of self-efficacy to faculty profile such as age, sex, educational attainment, and academic rank. Using the 8-item classroom management efficacy part of the Teacher Efficacy Scale, the study covered 136 faculty members of the University of Eastern Philippines who were sampled from all colleges. A descriptive correlational design was used and employed statistical tools such as frequency counts, means, ranking, percentages, and multiple regression analysis. Data revealed that the majority of the faculty members are female, have an age range of 41-60, with Instructor rank and have at least Doctoral units. The faculty members have a Very High level of self-efficacy on classroom management. No significant relationship was found between the level of efficacy and the sex, age, academic rank, and educational attainment. The study recommended the conduct of further studies correlating the level of efficacy with other teacher-related variables.

Measuring Practicing and Prospective Elementary Teachers’ Efficacy for Classroom Management: A Preliminary Development and Validation Study

Research has shown efficacy exerts a powerful influence on behavior. Classroom management represents one vehicle for demonstrations of these behaviors, yet few instruments focus solely on the measurement of this domain-specific form of efficacy. This research explored the relationship between teacher self-efficacy and classroom management through the development and validation of the Efficacy for Classroom Management Scale (ECMAN). Results indicated two factors may contribute to teachers’ self-efficacy for classroom management. Additional analyses revealed scores on ECMAN were correlated with a previously validated instrument for measuring efficacy. Implications are described relative to additional validation efforts and prospective uses for the instrument.

Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates.

While the roles of student misbehavior and teacher self-efficacy in teacher burnout have been investigated, there is still a pressing need to determine the processes involved and the degree to which these generalize across early career teachers. The present research integrates findings on teacher self-efficacy, occupational stressors, and emotional exhaustion. A moderated mediation model is hypothesized where self-efficacy in classroom management predicts emotional exhaustion via classroom disturbances, but the strength of this whole mediation process is moderated by teachers’ level of self-efficacy in classroom management. A sample of 1,227 German teacher candidates was used to test this hypothesis in 2 complementary studies. Study 1, based on the whole sample, utilized latent modeling and latent interactions, while Study 2 was based on a random longitudinal subsample of Study 1. The results generally supported our assumptions; the proposed moderated mediation model proved to be statistically significant, even when introducing background covariates into the model to control for pre-existing differences. Thus, self-efficacy in classroom management predicted emotional exhaustion via classroom disturbances only when self-efficacy in classroom management was low. Implications for teacher preservice training, based on the results, are discussed.

Supplemental Material for Self-Efficacy in Classroom Management, Classroom Disturbances, and Emotional Exhaustion: A Moderated Mediation Analysis of Teacher Candidates

Supplemental Material for Self-Efficacy in Classroom Management, Classroom Disturbances, and Emotional Exhaustion: A Moderated Mediation Analysis of Teacher Candidates

Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis

Like many in the human services professions, teachers are susceptible to the feelings of burnout due to their job demands, as well as interactions with students, colleagues, administrators, and parents. Many studies have identified teacher burnout as one of the crucial components influencing teacher attrition. It has been suggested that self-efficacy is a protective factor against burnout. By way of multivariate meta-analysis, we examined the evidence for classroom management self-efficacy (CMSE) in relation to the three dimensions of burnout: emotional exhaustion, depersonalization, and (lowered) personal accomplishment. Results from sixteen studies indicate that there is a significant relationship between classroom management self-efficacy and the three dimensions of burnout, suggesting that teachers with higher levels of CMSE are less likely to experience the feelings of burnout. Practical implications, as well recommendations for future research, are discussed.

The effect of micro-teaching applications that are used in teaching practice course on classroom management self-efficacy convictions of students

The effect of micro-teaching applications that are used in teaching practice course on classroom management self-efficacy convictions of students

How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship.

Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship. The purpose of this study was to identify the predictors of pre-service secondary teachers' relationships with their students. It was hypothesized that friendliness and extraversion, self-efficacy in classroom management and in student engagement, and various discipline strategies would contribute to the teacher-student relationship in terms of influence and affiliation. A total of 120 pre-service teachers in teacher education programmes participated. Data on pre-service teachers' background (e.g., gender and age), personality traits, and self-efficacy were gathered with teacher questionnaires; data on teachers' discipline strategies and the teacher-student relationship with student questionnaires. The two personality traits and self-efficacy appeared not to be related to the teacher-student relationship in terms of affiliation or influence. However, significant relationships were found between the different discipline strategies and the teacher-student relationship in terms of influence and affiliation. There were differential effects for gender on the relationship between discipline strategies on the one hand and influence and affiliation on the other. This study provides relevant new insights into the research fields of classroom management and interpersonal relationships in education. It contributes to our understanding of discipline strategies by fine tuning an existing instrument and revealing interesting connections with the teacher-student relationship. Specific gender effects on this connection are discussed, as are implications for practice.