Efficacy For Instructional Strategies Research Articles

Effects of an intensive data-based decision making intervention on teacher efficacy

Research into the effects of interventions on teacher efficacy is scarce. In this study, the long-term effects of an intensive data-based decision making intervention on teacher efficacy of mainly grade 4 teachers were investigated by means of a delayed treatment control group design (62 teachers). The findings showed significant strong intervention effects on teachers' efficacy for instructional strategies, and student engagement in both treatment groups. No significant effects were found for teacher efficacy regarding classroom management. Improved teacher efficacy in the first treatment group persisted throughout the second school year. Suggestions for future research are presented.

Exploring the association between transformational leadership and teacher’s self-efficacy in Greek education system: a multilevel SEM model

The main aim of this study is to examine the effect of principals’ transformational leadership on teachers’ self-efficacy across 77 different Greek elementary and secondary schools based on a centralized education system. For the investigation of the above effect multilevel Structural Equation Modelling analysis was conducted, recognizing the nested nature of the data (teachers withing schools). It was using the approach of Muthén and the software package MPlus. For the purpose of this study, psychometric properties of the Principal Leadership Questionnaire (PLQ) and The Teachers’ Sense of Efficacy Scale (TSES) were examined using structural equation modelling techniques. The results revealed that general factor representing the items of PLQ have an effect upon TSES constructs (efficacy in student engagement, and efficacy in instructional strategies). The originality and value of the current manuscript highlights the stability of the effect of transformational leadership and self-efficacy in a centralized educational system and the importance of the application of different transformational leadership behaviours concerning the enhancement of teacher’s self-efficacy. Conclusions on the implications, suggestions for future research and limitations of the findings are drawn.

Factors Affecting Retirement Attitude among Elementary School Teachers

This study investigated the relationships of teacher efficacy, perceived organizational control, and the teacher-student age gap with teachers’ retirement attitudes. Stratified random sampling was adopted to collect survey responses. A total of 498 valid surveys from 33 elementary schools were collected. Correlational analyses revealed significant positive correlations of efficacy for classroom management (teacher efficacy subdomain), efficacy for student engagement (teacher efficacy subdomain), efficacy for instructional strategies (teacher efficacy subdomain), and the teacher-student age gap with three subdomains of teacher retirement attitude. In addition, there were significant positive correlations of efficacy for instructional strategies and perceived organizational control with the cognitive and behavior subdomains of retirement attitude. Hierarchical regression analysis revealed that efficacy for classroom management can positively predict the affective and cognitive subdomains of retirement attitude. Perceived organizational control can positively predict retirement attitude and its cognitive and behavior subdomains. Finally, the teacher-student age gap can predict retirement attitude and all its subdomains. Discussion of the results and recommendations for future research are provided.

Developing Self-efficacy and Motivation to be a Teacher Scale, Thai Version

Abstract The measurement model of self-efficacy and motivation to be a teacher were developed for student teachers as an instrument to measure such variables as appropriate to Thai context. The validation of scales of self-efficacy and motivation to be a teacher for Thai student teachers are robust and showed excellent measurement properties. The purposes of this study were to validate the developed measurement model of self-efficacy and motivation to be a teacher. The sample consisted of 78 student teachers who studying in the last academic year in university. The research instruments were questionnaire related to self- efficacy and motivation to be a teacher. Data were analyzed by using SPSS to detect reliability and other psychometric properties, as well as LISREL program version 8.72 to validate the measurement model. Major research results were as follows: 1) the developed measurement model of self-efficacy consisted of 3 indicators: efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management according to the empirical data ( x 2 = 0.02, df = 1, p = 0.08), and 2) the developed measurement model of motivation to be a teacher consisted of 2 indicators: intrinsic motivation, and extrinsic motivation according to the empirical data ( x 2 = 2.23, df = 1, p = 0.13)

Teacher Self-Efficacy Scale (Scala sull’Auto-Efficacia del Docente – SAED): adattamento e validazione in Italia

Teacher Self-Efficacy Scale: Adaptation and Validation in Italy According to Albert Bandura (1977, 1992, 1994, 1995), self-efficacy is «the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations». A person’s attitudes, abilities and cognitive skills comprise what is known as the self-system. This system plays a major role in how we perceive situations and how we behave in response to different situations. Self-efficacy is essential component of this self-system. In other words, self-efficacy is a person’s belief in his or her ability to succeed in a particular situation. In the international literature, self-efficacy is an important topic among psychologists and educators. As Bandura and other researchers have demonstrated, self-efficacy can have an impact on behavior and motivation. To assess teacher self-efficacy, we applied the Teacher Self-Efficacy Scale by Tschannen-Moran & Woolfolk Hoy, 2001: for the Italian translation and adaptation we interviewed 200 teachers of primary and secondary schools (both genders represented). This scale is consistently found on three factors: «Efficacy for Student Engagement» (8 items), «Efficacy for Instructional Strategies» (8 items), and «Efficacy for Classroom Management» (8 items). The Italian adaptation confirms the relevance of the three factors and the statistical analysis shows the validity of the Italian version of the scale.

Multilevel predictors of differing perceptions of Assessment for Learning practices between teachers and students

Assessment for Learning (AfL), as a way to promote learning, requires a ‘match’ or a shared focus between student and teacher to be effective. But students and teachers may differ in their perceptions of the purpose and process of classroom assessment meant to promote learning. Perceptions regarding AfL practices in their classroom were collected from both teachers and students. Teacher efficacy for instructional strategies, student engagement, classroom management and student self-reported language proficiency were considered possible influencing factors. Multilevel analysis on self-report questionnaires on AfL practices administered to 650 students and 38 teachers revealed a substantial mismatch in perceptions between teachers and students. Congruency of student–teacher perceptions was highly homogeneous within classes. High teacher efficacy and low student language proficiency were associated with incongruent AfL perceptions. Findings are interpreted using the self-verification theory.

Preservice teachers’ self efficacy and knowledge of emotional and behavioural disorders

This research examined preservice teachers’ knowledge of emotional and behavioural disorders (EBD) and their sense of efficacy. The participants included a convenience sample of 230 undergraduate general education and special education preservice teachers enrolled in teacher education classes. The age of the participants ranged from 19 to 51 with a mean age of 23.37 years (SD = 6.8 years). The Teacher Self Efficacy Scale (TSES) (long form) and Knowledge of Emotional and Behavioural Disorders questionnaire were administered. The participants had higher efficacy in instructional strategies, classroom management, and instructional abilities than in student engagement. There was no significant correlation between field experience, additional coursework, and familiarity with a child with EBD and the preservice teachers’ knowledge of EBD or self efficacy. This information is relevant to teacher programme coordinators indicating that further efforts should be made to increase preservice teachers’ knowledge of EBD, and to provide strategies for identifying and working with students with EBD in classrooms.

A Study on Efficacy and Coping Strategies for Home Economics Teachers

This study investigates the efficacy and coping strategies of Home Economics teachers in secondary schools. Data were collected from 75 Home Economics teachers via a mailed survey and from 282 Home Economics teachers via an online survey. Descriptive statistics including frequency, percentage, average, and standard deviation; in addition, the ANOVA, t-test, multiple linear regression, and correlation results were reported using SPSS statistics 17.0. The results were as follows: First, the average Home Economics teachers efficacy level was 3.82 out of 5-point Likert scale. The efficacy level of learning assistance was the highest. The composite efficacy of Home Economics teachers showed a significant difference depending on the major. Second, the averages of the positive and negative coping strategy level of Home Economics teachers were 3.54 and 2.03, respectively. Third, the efficacy of instructional strategy out of the five components of efficacy was the most influential to the positive coping strategy. There was no significant relationship between teacher efficacy and the negative strategy.

Teachers' perceptions of self-efficacy, English proficiency, and instructional strategies

The main purpose in the study was to examine the efficacy beliefs of Turkish EFL (English as a Foreign Language) teachers. Teachers' perceptions of their teaching efficacy regarding personal capabilities to teach English and their self-reported English proficiency level were also investigated. The data were collected through a survey completed by 54 teachers. Results indicated that teachers' perceived efficacy was correlated with their self-reported English proficiency, and that teachers' efficacy for instructional strategies was greater than their efficacy for management and engagement. The study provides useful insights into the need to help teachers develop their language proficiency that, in turn, has relevance for their perceived self-efficacy.

Preservice Teachers’ Sense of Efficacy and Its Sources

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).

Developing and Validating a Model for Teachers’ Occupational Stressors in Schools of Tehran

Unlike the changes occurred in the various countries education systems contents and structure, still teachers are considered as the main educational and growing pillars; thus, teachers status improvement is considered as one of the solutions for the educational and growing issues.The purpose of this study is identification of factors related with teacher's occupational stress and developing a model for predicting and estimating teachers’ occupational stress to promoting the instructional quality in schools.A sample of 600 teachers (247 male and 353 female) were randomly chosen from elementary, secondary, and high schools. Four questionnaires were used as a data collection instrument: 1) Features and facilities of classroom and school; 2) Van Der Doef Occupational Stress Questionnaire; 3) Organizational climate Description Questionnaire, and 4) Ohio State Teacher Efficacy Scale. To determine relationships and importance of every related component with teachers’ occupational stress, Structural Equation Modelling (SEM) as well as variance-covariance matrix analysis was used.Data analysis and consideration of the pattern of the causal relations between variables indicated that number of students, directional management style, efficacy in classroom management, efficacy in student engagement have positive and significant relationship with teacher stress, and factors such as teacher experience, facilities, supportive management style, efficacy in instructional strategies, and problems about students have negative effect on teachers stress. In general, presented model of relationships between variables can predict 70% of teachers stress.Due to the results of this study, it may be expressed that the teachers’ sources of occupational stress may be mitigated through controlling the factors affective on occupational stress and help the same to fulfil their occupational duties in rendering the educational services to the students in a better manner.

A Longitudinal Examination Of Teaching Efficacy Of Agricultural Science Student Teachers At Four Different Institutions

The purposes of this study were to determine changes in teaching efficacy of student teachers over the course of the student teaching semester and to determine if similar trends occur at different institutions. The population of interest for this study was agricultural science student teachers at Tarleton State University, Texas A&M University, Texas Tech University, andOklahomaStateUniversity. The accessible sample of the population was student teachers during the Spring 2005 at Tarleton, Texas A&M, and Texas Tech Universities and the Fall 2005 semester at Texas A&M and Oklahoma State Universities (n = 99). Using the Teachers' Sense of Efficacy Scale instrument (Tschannen-Moran & Woolfolk Hoy, 2001), efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management, and overall teaching efficacy 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 overall teaching efficacy changed. Student teachers had "Quite a Bit" of teaching efficacy at the beginning of the semester, which increased slightly 4-weeks later, then decreased to its lowest level at the middle of the 11-week student teaching experience, and then increased to its highest levels at the end of the experience.

Relationships Between Personality Type And Teaching Efficacy Of Student Teachers

The purpose of this study was to determine if relationships exist between teaching efficacy and personality type of student teachers. The population of interest was all agricultural science student teachers at TexasA&MUniversity. The sampling frame included all student teachers during the spring and fall semesters of 2005 (n= 72). Teaching efficacy was measured using the long form of the Teachers' Sense of Efficacy Scale, and the Myers-Briggs Type Indicator® (MBTI®) Form M was used to assess personality type. The typical student teacher was a 22 year old white female who had enrolled in agricultural science courses in high school and who was currently completing an undergraduate degree. Student teachers exhibited "Quite a Bit" of teaching efficacy throughout the student teaching semester. Student teachers were more extroverted (E), sensing (S), feeling (F), and judging (J). The two most commonly observed personality types were ESFJ and ENFP. Personality type of student teachers is negligibly related to teaching efficacy. Efficacy in instructional strategies is negatively related with sensing (S) and efficacy in classroom management is positively related to judging (J).

Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela

Teachers’ sense of efficacy has been shown to influence teachers’ actions and student outcomes. This study explored self-efficacy beliefs among English as a Foreign Language teachers in selected schools in Venezuela. Data were collected through a survey administered to 100 teachers. The Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess efficacy for management, engagement, and instructional strategies. Interviews were conducted with a purposeful sample. Results showed that teachers’ perceived efficacy was correlated with self-reported English proficiency. Results also indicated that teachers’ efficacy for instructional strategies was higher than efficacy for management and engagement.

The use of the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests in the diagnosis of a learning disability in reading: a caveat.

The Peabody Individual Achievement Test (PIAT, Dunn & Markwardt, 1970) and the Woodcock Reading Mastery Tests (Woodcock, 1973) are two tests widely used for the purpose of: a) The diagnosis of learning disabilities. For example, in Tennessee there must be a discrepancy of more than one standard deviation between expected and actual reading level, while in Ohio the difference must be two standard deviations. b) The demonstration of gain scores to assess the efficacy of instructional strategies or teaching effectiveness.