Teacher Efficacy Research Articles

Impact of pre-service early childhood teachers’ science teaching attitude on science teaching efficacy: on the mediating effect of creative personality

Impact of pre-service early childhood teachers’ science teaching attitude on science teaching efficacy: on the mediating effect of creative personality

The Multiple Mediated Effects of Teaching Creativity and Play Teaching Efficacy in the Relations between Resilience and Play Support Competence of Early Childhood Teacher

The Multiple Mediated Effects of Teaching Creativity and Play Teaching Efficacy in the Relations between Resilience and Play Support Competence of Early Childhood Teacher

The Effects of Digital Literacy and Technology Self-efficacy of Preservice Early Childhood Teachers on Digita-Play Teaching Efficacy

The Effects of Digital Literacy and Technology Self-efficacy of Preservice Early Childhood Teachers on Digita-Play Teaching Efficacy

Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education

AbstractThe aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional’s self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers’ pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research.

Impact of Leadership Style on Teacher Efficacy and Teacher Commitment in Senior Secondary Schools of Delhi NCR

This research paper investigates the influence of teachers' leadership styles on teacher efficacy and teacher commitment in senior secondary schools in the Delhi NCR region. By analyzing the various leadership styles—transformational, transactional, and laissez-faire—and their impact on teachers' sense of efficacy and their commitment to the profession, this study aims to provide insights into effective leadership practices in educational settings. Data were collected through surveys administered to teachers and analyzed to understand the correlations and implications. The findings underscore the critical role of leadership in fostering an environment that promotes both high teacher efficacy and strong commitment, ultimately contributing to better educational outcomes.

Examination of 21st Century Learning Skills and Perceived Empathetic and Social Self Efficacy Skills of Preservice Teachers

The importance of 21st century skills have been increasing. These skills are effective in adaptation of an individual to society. Self efficacy of an individual could influence gaining of these skills. Perceived social self efficacy of teachers effects teaching attitudes and behaviors. It also has an affect on students’ learning motivations. The aim of this study is to investigate the relationship between 21st century skills of and perceived empathetic and social self efficacy of preservice teachers. The research is conducted in correlational survey model. 179 preservice preschool teachers were participated in the research. The data obtained from Personal Information Form, 21st Century Learning Skills and Perceived Empathetic and Social Self Efficacy scales by means of Google Form. Independent t-test, one-way ANOVA analysis and Pearson correlation were used to analyze. While there was a statistically significant difference according to being only or first child in perceived social self efficacy dimension, there was not statistically significant difference according to age, class, GPA and education level of parents. There was not statistically significant difference in innovativeness skills according to age, class, being first or only child, GPA and education level of parents. Except innovativeness and perceived social self-efficacy skills sub-dimensions, there is positive correlation between all dimensions.

Student Engagement with Teacher Written Corrective Feedback among Chinese Private College Students of Varying Language Proficiencies

While the efficacy of teacher written corrective feedback (WCF) has been extensively explored, a research gap exists in examining the disparities in how low-proficiency (LP) and high-proficiency (HP) students receive such feedback in second language (L2) writing. Through an analysis of five writing tasks distributed over a 16-week course, this research explored the affective, behavioral, and cognitive dimensions of student engagement with WCF. Six Chinese EFL sophomores, three designated as LP and three as HP students, were selected through purposive sampling. Data collection methods included analysis of students’ L2 writing tasks and stimulated recall sessions. The findings illustrate varying engagement patterns, highlighting LP students’ frustrations and HP students’ reflective and constructive interactions with feedback. These patterns are interpreted through the lens of sociocultural, social cognitive, student engagement, and complex dynamic systems theories, offering a multifaceted framework for understanding the influence of WCF on L2 writing proficiency. These findings also contribute to language learning pedagogy by highlighting the importance of tailored feedback strategies that address the comprehensive dimensions of student engagement to enhance the pedagogical effectiveness of WCF in fostering language proficiency and engagement in EFL settings.

Efficacy of Martial Arts in Higher Education Affecting Students’ Psychosocial Behavior and Academic Performance

Martial arts, rooted in Chinese martial arts traditions, provides an avenue for cultural appreciation. In higher education, exposure to martial arts can enhance students' understanding and appreciation of diverse cultural practices; martial arts offer an alternative and culturally rich approach to physical education in higher learning institutions, diversifying the options available for students seeking physical activity beyond conventional sports. This paper draws the following conclusions: (1) The efficacy of martial arts in higher education is contingent on thoughtful program design, addressing individual differences, and recognizing the broader impact on students' psychosocial behavior and academic experiences. (2) The practice of martial arts forms and mindfulness techniques contributes to emotional balance, positively impacting the mental resilience necessary for academic success. (3) Martial arts education instills discipline and self-control, transcending the physical domain to influence positive behavioral outcomes. (4) Students participating in martial arts programs often exhibit increased self-discipline, responsibility, and a proactive approach to academic challenges, fostering a conducive learning environment. (5) Martial arts education's efficacy lies in its ability to promote holistic promote the holistic development. By combining physical fitness with mental focus and discipline, martial arts contribute to a well-rounded educational experience, nurturing not only academic excellence but also personal growth and character development.

Harmonizing success: unraveling the interplay of principal entrepreneurial leadership, teacher efficacy, and organizational effectiveness in English training institutions of China

Harmonizing success: unraveling the interplay of principal entrepreneurial leadership, teacher efficacy, and organizational effectiveness in English training institutions of China

Enhancing Reflective Teaching in Vietnamese Tertiary Education: Exploring the Role of Organizational Support in EFL Teachers’ Professional Development

This qualitative study explores the organizational supports necessary for effective reflective teaching practices among Vietnamese tertiary English as a Foreign Language (EFL) teachers and how these supports contribute to their professional development. Conducted within the specific context of Vietnam’s rapidly evolving educational landscape, the study involved semi-structured interviews with nine tertiary EFL teachers from two institutions, representing a range of career stages: novice, mid-career, and near-end career. The thematic analysis revealed a significant need for structured professional development programs focused on reflective teaching methodologies. Teachers across all career stages emphasized the importance of such programs, highlighting their role in enhancing teaching efficacy and pedagogical skills. The findings were interpreted through the lenses of Reflective Practice Theory and Organizational Support Theory, underscoring the importance of institutional support in the professional growth and reflective practices of teachers. The study contributes to the field by highlighting the specific needs and perceptions of Vietnamese tertiary EFL teachers regarding organizational support, offering insights for educational administrators and policymakers. It emphasizes the necessity for tailored professional development initiatives and institutional cultures that foster reflective teaching. These findings have implications for the enhancement of teaching practices and the professional development of EFL teachers, not only in Vietnam but in similar contexts globally.

Employing the Performance Evaluation Method to Examine the Efficacy of English Language Instruction: Insights from Primary Educational Institutions in Taiwan

Employing the Performance Evaluation Method to Examine the Efficacy of English Language Instruction: Insights from Primary Educational Institutions in Taiwan

Heads of School and Teaching Commitment in Public Secondary Schools in Kagera Region, Tanzania

Teaching commitment plays a pivotal role in the success of any education system. In vein, leadership behaviours by heads of schools is instrumental in shaping the teaching commitment. This study aims to examine the relationship between supervisory practices of heads of schools (HoS Practices) and teachers’ commitment within public secondary schools in Kagera Region, Tanzania. The study was grounded from transformational leadership theory. The study used positivism research paradigm and cross-sectional research design. The results has consistently demonstrated a strong connection between instructional leadership and teachers’ commitment. In the context of Kagera Region, which has witnessed a decline in various aspects of education and human development, resulting in increased poverty, this quantitative case study was conducted to investigate the relationship between the HoS Practices and teachers’ commitment. The data were collected through questionnaires from a sample of 240 teachers working across 80 public secondary schools in Kagera Region. Statistical regression analysis and descriptive statistics were used. Primarily, it was found that only about 52.5% of the variance in teacher commitment can be explained by the HoS Practices. This finding raises important questions regarding teacher efficacy and leadership efficacy within Kagera Region's public secondary schools. This research contributes to the existing literature by shedding light on the critical role of heads of schools in enhancing teachers’ devotion to teaching activities. The results underline the need for targeted interventions aimed at improving instructional leadership practices to boost teacher commitment, finally improving the overall quality of education in Kagera Region.

TEACHING IS INFLUENCED BY THE PECULIARITY OF USINGVIDEO MATERIALS ON THE SUBJECT OF PHYSICS

This study aimed to investigate the effectiveness of teachingmethods utilizing video materials in enhancing student learning outcomes,particularly in the context of physics education. Recognizing the challengesstudents face in comprehending new topics and the discipline of physics, weendeavored to identify obstacles hindering effective learning. Drawing uponexisting research and methodologies, we conducted tests designed to assess thesuitability and efficacy of video-based instruction in facilitating studentunderstanding.Additionally, we administered a questionnaire to gauge studentperceptions of the teaching methods employed. The questionnaire comprised 20distinct inquiries aimed at elucidating the perceived effectiveness of theinstructional approach. Forty-two students from the "Boarding Lyceum №3'Bilim-innovation'" in the Ulytau region participated in the study. Throughanalysis of the collected data, we observed notable shifts in student attitudestowards the subject, enhanced comprehension of physics concepts, and increasedengagement in classroom activities.This research contributes to the ongoing discourse on innovativeteaching methodologies and their impact on student learning outcomes,particularly in the realm of physics education. The findings offer valuableinsights for educators seeking to optimize instructional strategies and foster aconducive learning environment for students.

The Impact of Learning How to Teach for College Professors

In higher education institutions, many faculty members are hired because they are experts in their field of study, but not necessarily individuals who are trained in how to teach. This quantitative, quasi-experiment study examined college faculty member’s level of methodology training in relation to student satisfaction, current course performance, attendance, the belief in the need for training, and a faculty member’s sense of efficacy in teaching. In other words, does having a college professor trained in how to teach matter? The researcher found statistically significant results for student satisfaction, current course performance and attendance. The faculty member’s belief in the need for teaching methodology training showed that 96% (n = 87) of the faculty surveyed felt there was a need to be trained to teach at the college level. Faculty members want to be trained and great things can happen when faculty members develop the skills in “how to teach.”

Organizational resilience and transformational leadership for managing complex school systems

IntroductionIn the context of global challenges facing educational institutions, this study explores the dynamics between transformational leadership, collective teacher efficacy, and organizational resilience in school systems. Specifically, it examines the mediating role of collective teacher efficacy in the relationship between middle leaders’ transformational leadership and organizational resilience.MethodsThe study involved data collection from 103 middle-leaders and 506 randomly selected secondary school teachers across Israel. Structural equation modeling was used to analyze the data, focusing on the mediating role of collective teacher efficacy in the relationship between transformational leadership and organizational resilience.ResultsThe analysis revealed that collective teacher efficacy fully mediates the relationship between middle-leaders’ transformational leadership and organizational resilience. Middle-leaders’ transformational leadership positively impacts collective teacher efficacy, which in turn enhances organizational resilience. The study’s findings suggest that educational institutions can significantly increase their organizational resilience by fostering transformational leadership and strengthening collective teacher efficacy.DiscussionThe implications of these findings are both theoretical and practical. Theoretically, the study expands the understanding of the interplay between leadership styles and organizational resilience in educational settings. Practically, it provides insights for educational policymakers and practitioners aiming to enhance the resilience of schools by promoting transformational leadership and collective teacher efficacy.

Evidence-Based Holistic Approach to Supporting International Students’ English Language Proficiency Needs and Wellbeing: The Impact of Personalized Autonomous Learning

Abstract This study was conducted to investigate more efficient ways to support international students at the authors’ university, where a significant proportion of students speak English as an Additional Language (EAL). Recognizing limited success in holistic language development, the study assessed the impacts of a self-directed learning English course called Personalized English Language Enhancement (PELE) built from a Personalized Autonomous model of learning. Building on prior research that demonstrated the pedagogical efficacy of PELE (Kim 2023), the current study compared results from EAL students who did and did not take the course and analysed the relationships between students’ English self-efficacy and well-being. Results showed PELE benefitted students in various areas, often significantly more than non-PELE students. Improvements extended beyond language proficiency to social and self-directed learning skills and overall well-being. This study emphasizes a shift from treating language proficiency as a singular challenge to equipping students with multifaceted tools for enriched English learning, autonomy, and resilience.

Application of CNN based Regognition Technology in Public English Teaching in College Intelligent Classroom

With the advancement of intelligent technology, CNN-based recognition technology has been integrated into public English teaching in universities. This implementation contributes to enhancing teaching quality, nurturing students’ English proficiency, and holds significant educational and practical value. To address the issue of low traditional attendance efficiency in intelligent classrooms for public English teaching, a face recognition model based on CNN recognition technology has been developed. R-CNN is utilized for object detection, along with pyramid pooling and non-maximum suppression to acquire the optimal candidate region for face detection. Furthermore, K-Means clustering is combined to enhance Fast R-CNN, thereby improving detection accuracy. Experimental results demonstrated that among the three networks - Fast R-CNN, Faster R-CNN, and CNN -Faster R-CNN maintained a high recognition rate and exhibited faster convergence speed, showcasing superior overall performance. Specifically, at 500 iterations, the three networks require 23.7 seconds, 26.8 seconds, and 34.2 seconds, respectively. For facial expression recognition, Faster R-CNN achieved the highest recognition rate, indicating its exceptional detection efficiency and potential for aiding teaching management. This study offers novel technical support for public English teaching in intelligent university classrooms, effectively enhancing teaching efficacy and learning experiences. Its practical significance extends to promoting educational reform and improvement.

Understanding teachers’ willingness to use artificial intelligence-based teaching analysis system: extending TAM model with teaching efficacy, goal orientation, anxiety, and trust

ABSTRACT A growing body of research has documented that artificial intelligence (AI) has the potential to facilitate teaching analysis. However, few studies investigated teachers’ attitudes toward AI-based teaching analysis systems. As a tool for analyzing and evaluating teaching quality, teachers’ willingness to use AI-based teaching analysis systems will undoubtedly affect the application effect of the analysis systems. Considering the evaluative properties and the intelligent nature of the systems, we proposed an integrated model by extending the technology acceptance model with fear of evaluation theory and trust in AI. Meanwhile, teaching efficacy and goal orientation were considered as antecedent variables influencing evaluation anxiety. 330 teachers from China responded to the survey regarding their willingness to use the AI-based teaching analysis system. The results indicated that teachers’ trust in AI-based teaching analysis system positively predicted perceived usefulness and willingness to use the system. Evaluation anxiety negatively affected perceived ease of use and teachers’ willingness to use the system. Teaching efficacy and achievement goal orientations both had influences on evaluation anxiety. Implications for future research were proposed based on the findings.

Attention Pyramid Convolutional Neural Network Optimized with Big Data for Teaching Aerobics

Aerobics has emerged as a widely embraced cardiovascular exercise, fostering improved fitness through rhythmic movements that enhance heart rate, stamina, endurance, and cardiovascular health. Effective instruction by skilled professionals is crucial for maximizing the benefits of aerobics, ensuring participants' correct and safe performance. This study introduces the concept of Aerobics Movement Teaching, emphasizing its pivotal role in college physical education. The proposed method, Attention Pyramid Convolutional Neural Network optimized with big data for teaching Aerobics (AP-CNN-BTA), focuses on enhancing aesthetic ability and overall human development. Data from the Simple Ocean Data Assimilation Data Set are collected, preprocessed, and utilized in the teaching process using the Attention Pyramid Convolutional Neural Network, specifically designed for efficient aerobics instruction in coastal areas. The resulting data are stored in the cloud and accessed through a human interface unit. The implementation, carried out in Python, undergoes evaluation using various metrics, including accuracy, computational time, sensitivity, specificity, precision, and ROC analysis. The simulation results demonstrate a remarkable improvement, with the proposed technique achieving 36.52%, 39.55%, and 43.75% higher accuracy compared to existing methods such as Exploration on and thinking about aesthetic infiltration in aerobics teaching in colleges and universities(ETAI-AT-CU), sea level height depending on big data of the Internet of Things along aerobics teaching in coastal regions(SLH-BD-IOT-ATC), and impact of deep learning-based curriculum's ideological and political integration on sports aerobics instruction design(IP-CDL-TDTA), respectively. This research contributes to advancing the efficacy of aerobics instruction, particularly in coastal regions, and underscores the significance of comprehensive student development through high-quality education.

Teacher and Teaching-related Practices Student Teachers May Have Difficulty Believing They Can Enact/Engage in While in Field Practice: Perspectives from Student Teachers and Teachers in Field-practice Schools

Field practice is pivotal in teacher education, serving both as a bridge connecting the theoretical and practical dimensions of the teaching profession in real-world schools, and as a place for acquiring the complex core skills of the profession in their own right. While prior work has mainly explored general teacher self-efficacy, or broad student-related concerns in field practice, there is surprisingly little knowledge of the specific teacher and teaching-related practices that might challenge student teachers during field practice. This study aims to address this gap by exploring the issue both from the student teacher and the field-practice teacher perspective. Utilizing focus groups and individual interviews with students and field-practice teachers, the study employs content analysis, and an innovative agreement circle to identify which practices students may doubt they can enact/engage in while in field practice. The findings highlight four main areas of concern stemming from both students and field practice teachers: adaptability in teaching; balancing subject knowledge with pedagogical competence; classroom leadership; and teaching independently. The study also uncovers discrepancies between student teachers, who are preoccupied with their teaching performance, and field-practice teachers, who also emphasize the importance of collaborative practices with, for example, parents. The study opens a new field of inquiry and is the first step towards a theory of practice self-efficacy in education. Future research could focus on creating measurement tools to evaluate student teacher efficacy in field practice within the four identified areas, thereby enabling identification of early challenges, assessment of field-practice effectiveness, and the provision of tailored field-practice preparation.