Efficacy In Student Engagement Research Articles

Promoting well-being: Investigating self-efficacy and academic burnout among trainee teachers

IntroductionBurnout is a widespread problem with far-reaching implications for mental health. Recent studies on working conditions in Morocco have drawn attention to the increasing prevalence of psychosocial hazards, notably stress and burnout, in various professions. The emergence of burnout is mainly determined by the intricate interplay of organizational, environmental, and individual factors. In education, the teaching profession is susceptible to various burnout symptoms. Educators can mitigate this syndrome by maintaining a positive outlook driven by a strong sense of self-efficacy.ObjectivesThis study investigated the correlation between academic burnout syndrome and personal resources, specifically a sense of efficacy.MethodsA cross-sectional survey of 160 Moroccan trainee teachers, with an average age of 27.94±5.44 years, was conducted. Data were collected through a self-administered questionnaire that included the Maslach Burnout Inventory-Student Survey (MBI-SS) and Teachers’ Sense of Efficacy Scale (TSES). The MBI-SS evaluated academic burnout across three dimensions: emotional exhaustion, cynicism, and academic efficacy, whereas the TSES examined efficacy for classroom management, student engagement, and instructional strategies. The questionnaires were translated into Arabic and validated for use in the Moroccan context.ResultsThe findings revealed a moderate and statistically significant correlation between efficacy for classroom management and the two components of efficacy related to instructional strategies (r=0.32; p<0.001) and student engagement (r=0.49; p<0.001). Additionally, a significant and positive correlation was observed between instructional strategies’ efficacy and the efficacy for student engagement (r=0.23; p<0.01). A moderate and significant correlation was found between emotional exhaustion and cynicism (r=0.45; p<0.001), whereas academic efficacy and cynicism were negatively and significantly correlated (r=-0.13; p<0.05). It is worth noting that the key component of academic burnout, “emotional exhaustion,” was significantly related to academic efficacy (r=-0.58; p<0.001). Additionally, Pearson’s correlation test demonstrated a positive and statistically significant correlation between emotional exhaustion and efficacy for student engagement (r=0.14; p<0.05). Furthermore, the correlation between academic burnout and self-efficacy showed a negative and statistically significant association (r=-0.13; p<0.05).ConclusionsTrainee teachers face a range of stressors that affect their well-being. By focusing on personal traits, well-being can be improved and burnout mitigated. This study highlights the key role of self-efficacy as a critical resource in preventing academic burnout, particularly among teachers at the start of their careers.Disclosure of InterestNone Declared

Influence of Self-Efficacy, Teachers' Stress, and Demographics on the Teachers' Work Commitment and Intention to Stay

The study aimed to determine the influence of self-efficacy, stress, and demographics on work commitment and intention to stay among elementary public school teachers. The study employed a descriptive-correlational research design to ascertain the relationship between and among the variables. Regression analysis was used to establish which existing variables significantly affected teachers’ work commitment and intention to stay. Proportionate stratified random sampling was used to select 126 teacher respondents. Data were gathered through survey questionnaires validated by experts. Results revealed that teachers have high self-efficacy, moderate stress, moderate commitment, and high intention to stay. There was a significant difference in teachers' self-efficacy when grouped by age and gender, while stress showed no significant difference concerning demographics. Teachers' self-efficacy in student engagement impacts work commitment. Teachers' stress in terms of workload and instrumental support are significant predictors of teachers' work commitment. Additionally, gender and teaching experience were significant predictors of work commitment. While teachers' self-efficacy in student engagement significantly influenced their intention to stay, teachers' stress did not influence their intention to stay. Similarly, none of the examined demographic profiles significantly influenced teachers' intention to stay. Moreover, commitment to students and school statistically influenced teachers' intention to stay. In conclusion, teachers with a strong sense of efficacy in student engagement demonstrate a more profound commitment to their work. The major concepts of George Homans’ Social Exchange Theory hold because teachers' high levels of self-efficacy across domains suggest a positive exchange dynamic within the educational environment.

Level of Teachers' Training in Inclusive Education and Their Sense of Efficacy

The study examined the training level of teachers in inclusive education and their sense of efficacy. The research involved 120 randomly selected teacher-respondents from public elementary schools in Talisay District, Division of Batangas, Philippines. The descriptive-quantitative approach was used, with a validated survey questionnaire for data gathering. The result showed that most respondents were females above the age of 41, with over 21 years of experience teaching at the elementary level, a master's degree, and special education training. The level of teacher training was low, but their sense of efficacy in student engagement, instructional strategies, and classroom management was very high. The respondents' sense of efficacy in instructional strategies differed significantly based on age and years of teaching at the elementary level. However, there was no significant difference in student engagement and classroom management in terms of gender, educational attainment, and training in special education. There was a significant relationship between the levels of efficacy in student engagement and training in inclusive education. The study recommends that school district leaders prioritize training programs focusing on inclusive educational practices, specifically concerning student engagement. Teachers can enhance their effectiveness in inclusive education by seeking professional development opportunities, collaborating with colleagues, reflecting on and adapting instructional approaches, embracing diversity, staying informed about research and best practices, and utilizing resources like special education professionals and instructional mentors. Future research should focus on the efficacy of teacher preparation programs and inclusive education-focused interventions.

Examining the factor structure of the teachers’ sense of efficacy scale in the Vietnamese educational context

In recent years, research has focused on the factor structure of the Teacher Sense of Efficacy Scale (TSES), and the significant effects of teachers’ self-efficacy on both teachers’ outcomes (teachers’ performance, enjoyment of teaching, and commitment to teach), and students’ outcomes (student learning achievements, motivation, and own sense of efficacy. However, current literature shows that very limited research on the factor structure of the TSES for teachers has been conducted in the Vietnamese educational context. Thus, this study explored the factor structure of the 12-item TSES for a group of 395 in-service teachers from 24 high schools in Vietnam. Both exploratory factor analysis and confirmatory factor analysis were performed to explore the possible factor structure of the TSES and confirm the latent structural validity of the TSES model. The results of factorial analysis indicated that the three-factor structure of the original TSES, which included efficacy for instructional practices, efficacy for classroom management, and efficacy for student engagement, was appropriate for high school teachers in Vietnam. The reliability of each of the three sub-scales and the whole scale was satisfactory. The findings suggested that the application of TSES was suitable for Vietnamese in-service teachers to assess their self-efficacy. The study recommended that future studies should examine the factor structure of the TSES for a group of pre-service teachers in Vietnam to compare the experience levels of efficacy beliefs between pre-service and in-service teachers.

Factors Contributing to Teachers’ Self-Efficacy: A Case of Nepal

A key issue for teachers working in public secondary schools in Nepal is their confidence in their capability to complete the tasks associated with their professional activities. With this consideration, a study was carried out to explore the factors contributing to Nepali teachers’ self-efficacy. To find out the factors, the study administered the NTSE tool, developed through the e-Delphi technique. A sample of 390 public school teachers was drawn from a population of 3427 teachers in the Kathmandu, Lalitpur, and Bhaktapur districts of Nepal. A cluster sampling technique was used to draw a local government body in each district. The exploratory factor analysis (EFA) was applied using a principal component matrix with varimax rotation. The EFA extraction was further validated by confirmatory factor analysis (CFA). The study found four factors, viz., efficacy in student engagement and efficacy in instructional preparation, which contribute to teachers’ self-efficacy in Nepali public schools. The study helps streamline teachers’ self-efficacy as a key psychological construct in their professional development opportunities, directly impacting students’ academic learning and achievement.

Assessing the Relationship between English as a Foreign Language (EFL) Teachers’ Self-Efficacy and Their Acceptance of Online Teaching in the Chinese Context

This quantitative study investigated the relationship between EFL teachers’ self-efficacy and their acceptance of online teaching in the Chinese context. One online questionnaire, including a self-efficacy scale and behavioral intention scale, was administrated to 293 university-level EFL teachers in China. The descriptive results indicated that EFL teachers at Chinese universities possessed a positive intention to adopt online teaching and relatively high self-efficacy in embracing online teaching. Correlational analyses showed that all four aspects of the self-efficacy of EFL teachers—student engagement, instructional strategies, classroom management, and computer ability—had significant correlations with their acceptance of online teaching. Meanwhile, based on the results of multiple linear regression analyses, EFL teachers’ efficacy in student engagement and instructional strategies were predictors of their intention to teach online. Self-efficacy in classroom management and computer ability did not influence EFL teachers’ acceptance of online teaching. An in-depth understanding of the relationship between self-efficacy and EFL teachers’ behavior and intentions can allow teachers and educators to improve their self-confidence and engagement in online teaching at a pedagogical level and identify patterns in teacher efficiency with respect to language at a theoretical level.

Investigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana

The introduction of the new standards-based curriculum in Ghana required teachers to make adjustments, including teaching routines. Despite the challenges encountered in the introduction of this new curriculum, its passage was successful. Previous studies have revealed mixed reactions from teachers and how their experiences affect their efficacy during the implementation stage. This study examined whether teachers' experiences and self-efficacy beliefs influenced the implementation of the new curriculum reforms across gender in Ghana. The cluster sampling technique was used to survey 693 basic school teachers who responded to a questionnaire. Descriptive and regression-based inferential statistics were used to analyze the data. A preliminary assessment showed that teachers exhibited a moderate-to-high level of teaching efficacy in student engagement, instructional strategy, and classroom management. Furthermore, the study also revealed that teaching experience was positively related to efficacy. However, gender significantly moderated the relationship between teaching experience and teachers' efficacy in student engagement as well as teaching experience and efficacy in student engagement. Findings imply that even though teachers may be more likely to plan and deliver pedagogical content and carry out instructional activities, their sense of efficacy in managing their classroom is questionable. Emphasizing teaching experience in improving their efficacy in curriculum implementation is key, especially among female teachers. Programs or capacity-building training workshops that seek to improve teachers' ability to manage the classroom environment should be organized regularly to promote effective curriculum implementation.

Sense of Efficacy and Psychological Distress among Primary School Teachers in Kinta Utara District, Perak, Malaysia

Background: The Malaysian education system is moving from predominantly examination oriented to a more holistic continuous approach. Keeping up with paradigm change may cause psychological distress to teachers. Teachers’ sense of efficacy (TSE) is beneficial in coping with psychological distress in keeping up with such changes. This article discusses the prevalence of psychological distress among primary school teachers, its correlation with the level of sense of efficacy and associated sociodemographic factors. Methods: A cross-sectional study was conducted among 294 primary school teachers randomly chosen from ten schools in Kinta Utara District, Perak, Malaysia. Three questionnaires were used, namely sociodemographic profile, TSE Scale (TSES), and Depression Anxiety Stress Scale-21. Statistical analysis was performed using SPSS Statistical software version 26. Results: The mean scores of TSES were: TSE 7.1 (standard deviation [SD] 0.9), efficacy in classroom management (CME) 7.3 (SD 1.0), efficacy in instructional strategies (ISEs) 7.1 (SD 0.9) and efficacy in student engagement 7.0 (SD 1.0). This study showed the prevalence of depression, anxiety, and stress among teachers at 22.1%, 44.6%, and 17.0%, respectively. Multiple logistic regression analysis indicated that depression was negatively correlated with ISEs, while stress and anxiety were negatively correlated with CME. Conclusion: This study revealed that teachers with lower self-efficacy are more likely to experience psychological distress. It is important to improve teacher efficacy, especially in classroom management and instructional strategies, besides providing intervention for any mental health issues.

Intervention Strategies through Interactive Gamification E-Learning Web-Based Application to Increase Computing Course Achievement

This study aims to help students improve their knowledge capability based on their active participation through gamification. Gamification is one of the newer methods of education that has the potential to improve student learning. This research looked into gamification's efficacy in student engagement and learning retention during teaching and learning sessions for computer science or information technology courses. The assessment involved in this study is through Pre-Test and Post-Test through instructional intervention by adapting interactive Quizizz gamification e-learning web-based application. The flow of research works begins with a survey of the problem, pre-intervention analysis, and action was taken during the intervention, ending with the implementation and observation phase. The pre and post-analysis of test results and questionnaires were accomplished and discussed. Fifty-six respondents participate in this study. Results show that 87% of the respondents have increased their percentage of marks. In the pre-test result, 56% of the respondents achieved below the 55 marks, while in the post-test, it reduced to 14%. Adoption of other gamification applications, a larger target demographic, and the addition of computer science or information technology courses will help improve the study in the future.

Tell Me a Story! Blending Digital Storytelling Into Marketing Higher Education for Student Engagement

Multimodal learning via the use of smart devices, online social interactions, and intuitive communication platforms are fundamentally changing teaching and learning settings. Consequently, educators face unique challenges around student engagement as learners increasingly look to the use of technology-enabled activities for meaningful collaboration. Within this context, this research explores the role of digital storytelling in promoting perceived individual student and group engagement, and how these interact with group functioning, in a postgraduate marketing subject. We evaluate the implementation of this assessment as an avenue to optimize the benefits of the blended learning setting. It contributes to understanding by incorporating the concept of collective, or collaborative engagement where there is a scarcity of research despite the widespread application of group assessment in business education, and marketing education in particular. We employed canonical correlation analysis as an exploratory technique to gain initial insight into its efficacy for student engagement. We contend that digital storytelling shows promise as an inherently social and interactive learning task to provide an authentic assessment for a range of marketing problems. In turn, these attributes provide a stimulating vehicle for student engagement that can promote learning and satisfaction.

Pre-service English teachers’ sense of efficacy with regard to gender and academic GPA

This study aims to find out in what ways pre-service English language teachers feel efficient in teaching and it seeks for whether there is a relationship between self-efficacy of the pre-service teachers and their academic grades, taking into consideration the gender as well. The sample group for this research involves 44 senior students who study at a state university. In order to gather data, the Turkish version of the Teachers’ Sense of Efficacy Scale is used. This questionnaire includes three underlying groups: efficacy for student engagement; efficacy for instructional strategies; and efficacy for classroom management. Independent samples t-test and correlation analyses are run in order to analysis the data. Significant differences can be observed in two categories of the questionnaire between the genders unlike the results of the correlation analyses between the efficacy beliefs of pre-service teachers and their grand point average. Keywords: Classroom management, management strategies, efficacy beliefs, teachers’ sense of efficacy;

A Study on Teachers’ Sense of Self-Efficacy in Defence Authority Educational Institutions, Karachi, Pakistan

The purpose of this study was to investigate the extent to which teacher efficacy is understood by the Defence Authority Institution's teachers and the extent teacher efficacy behaviors were practiced in the Defence Authority Institutions. A survey research design was chosen for this quantitative study, which focuses on teachers’ perceptions about teacher efficacy in Defence Authority Institutions schools. Data was collected through the Teacher Sense of Efficacy Scale (TSES) which is a 24-item measure of three subscales: Efficacy in Student Engagement, Instructional Strategies, and Classroom Management developed by Tschannen-Moran and Hoy (2001), and it is also called the Ohio State Teacher Efficacy Scale (OSTES). This scale was used to collect data from the teachers of Defence Authority Institutions schools to examine their perceptions about teacher efficacy. Data were collected from 393 Defence Authority Institution's teachers. The survey consisted of two sections. Part 1 requested demographic data and Part 2 contained 24 items of the TSES (Long Form instrument). Eight findings emerged after analyzing the data. These findings indicated that the teachers had a strong understanding of teacher efficacy and practiced teacher efficacy behaviors associated with improving the teaching and learning process. However, the findings also illustrated that the Defence Authority Institutions needed to include teacher efficacy as part of a sustained professional development program. Recommendations were provided to facilitate the improvement and strengthening of teacher efficacy across the Defence Authority Institutions of Pakistan.

Impact of Virtual Training on the Filipino Secondary School Teachers’ Sense of Efficacy in Student Engagement, Instructional Strategies, and Classroom Management

This study examined the impact of virtual training on teachers’ sense of efficacy in key areas focusing on student engagement, instructional strategies, and classroom management. It is mixed-methods embedded design research where teacher’s sense of efficacy was measured using the Teachers’ Sense of Efficacy Scale (TSES), and a structured interview exploring the experiences and struggles of fifty-nine (59) Filipino secondary school teachers in virtual training. Using Wilcoxon Signed-rank Test, it was found that there is a 0.000 asymptotic significance at the 0.05 level when self-esteem data during face-to-face training and virtual training were analyzed. Results revealed a low sense of efficacy after a virtual training (μ—3.50) in all three areas compared to self-efficacy after a face-to-face training (μ—4.28). The benefits of virtual training are its convenience, safety, personal technological development, flexibility, accessibility, creativity, and focus. Some of its costs affect learning instruction and assessment of learning. It also created technical concerns, lack of interaction, virtual learning distractions, and psychological and health concerns. This study recommends the implementation of an action plan or program that meets the needs of teachers undergoing virtual training in the Philippines.

How Professional Development in Co-teaching Impacts Self-Efficacy Among Rural High School Teachers

The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy among general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy in student engagement, instructional practices, and classroom management. One-way analysis and independent samples t-test was used to analyze these data using SPSS statistical software. The results indicated a significant difference between teachers with and without experience in a co-teaching classroom regarding their efficacy in using instructional practices. Furthermore, ANOVA results indicated a significant difference in the number of hours of professional development a teacher received in co-teaching as it relates to their efficacy in student engagement, instructional practices, and classroom management. Further discussion and recommendations are also included.

Predictors of Teacher Burnout in Middle Education: School Culture and Self-Efficacy

This study aimed to investigate the extent to which school culture and self-efficacy predicts teacher burnout. The research was conducted on 284 ( = 36.15, = 8.34; 51.4% females) middle school teachers from 12 Turkish middle schools. The data were collected utilizing the School Culture Scale, Teachers’ Sense of Efficacy Scale, Maslach Burnout Inventory and personal information form. Structural equation model was used to analyze whether school culture and self efficacy predicts teacher burnout or not. Findings showed that school culture dimensions of bureaucratic culture and task culture had a statistically significant positive association with efficacy for student engagement and efficacy for instructional strategies. Task culture had also a significant positive association with efficacy for classroom management. Although success culture was negatively associated with both emotional exhaustion and depersonalization, bureaucratic culture had a positive association with depersonalization. Efficacy for student engagement was negatively associated with emotional exhaustion. The results of this study support the importance of school culture for self-efficacy and burnout. The findings were discussed within the scope of burnout literature.

Students’ Perceptions on their EFL Teacher Efficacy: A Study on EFL Teachers' Language Proficiency and their Self-efficacy

: Recent research has shown the increasing number of non-native English-speaking teachers (NNEST) around the world. Research has also considered different attributes these teachers need to have in order to be effective in their professional practices. In this light, this study examines the relationship between NNEST's language proficiency and their sense of self-efficacy in relation to students' perceptions about teacher efficacy in three different dimensions: efficacy for instructional strategies, efficacy for classroom management, and efficacy for student engagement. A correlational quantitative design was used in which six private high schools from Cuenca, Ecuador, participated. Seventeen teachers from these schools were requested to provide an English proficiency certificate and respond to a self-efficacy survey. In the meantime, their 661 students completed a teacher's efficacy survey. The results revealed that although there are teachers who have a good level of language proficiency, according to their students, it is not necessarily an indicator of efficacy in their practices. Suggestions for further research that might help to explain the current situation are given.

Modelling the relations between Turkish chemistry teachers’ sense of efficacy and technological pedagogical content knowledge in context

ABSTRACTThis study aims to analyse the correlations between chemistry teachers’ sense of efficacy and their technological pedagogical content knowledge in context (TPCKCx). For this purpose, 201 chemistry teachers were included in the study on the basis of volunteering. A total of 121 of the participants were female chemistry teachers and 80 of them were male chemistry teachers. Technological Pedagogical Content Knowledge Scale and Teachers’ Sense of Efficacy Scale were used as the tools of data collection in this study. The data were analysed through descriptive statistics, correlation analysis and structural equation model. Consequently, it was found that TPCKCx had positive and directly significant effects on both efficacy for classroom management and efficacy for student engagement. Additionally, it was found following the analyses done with the structural equation model that TPCKCx did not have a statistically significant effect on efficacy for instructional strategies.

The Impact of Principals’ Transformational Leadership Practices on Tutors’ Self-Efficacy Beliefs in the University Colleges of Education in Ghana

Research studies have consistently demonstrated the statistically significant relationships between principals’ transformational leadership practices and teachers’ sense of efficacy in student engagement, instructional strategies and classroom management. What is less studied and very much less researched is the extent to which principals’ transformational leadership practices account for the variances in teachers’ sense of efficacies in tertiary institutions. This current study investigates tutors’ perceptions of the specific principals’ transformational leadership practices which impact on their sense of efficacy in student engagement, instructional strategies and classroom management in the university colleges of education in Ghana. Data was garnered using the PLQ and TSES questionnaire instruments. Following cluster sampling procedures, 629 tutors from 15 university colleges were selected for the study. Descriptive statistics, correlational and multiple regression analyses were to index the specific principals’ transformational leadership practices which accounted for the total variances in the three dimensions of tutors’ sense of efficacy. Findings indicate that principals’ transformational leadership practices such as providing vision and direction and holding high performance expectations accounted for most of the variances in tutors’ sense of efficacy in all three factors. This implies that principals who frequently exercise these leadership qualities are more likely to enhance their tutors’ self-efficacy beliefs in student engagement, instructional strategies and classroom management. Keywords : Principal Leadership Practices, transformational leadership, teacher performance, teacher self-efficacy beliefs, tutor sense of efficacy. DOI : 10.7176/JEP/11-3-04 Publication date: January 31 st 2020

Teachers’ Sense of Efficacy: A Challenge for Professional Development Toward Teaching Science as Inquiry

A teacher’s receptivity to inquiry-based instruction is varied due to teacher self-efficacy which invariably affected by his or her immediate professional environment. This study examined how professional development (PD) designs affect in-service teachers’ efficacy beliefs to teach inquiry science. This investigation had three objectives: (a) describe teachers’ perceived self-efficacy towards inquiry-based science, (b) investigate the nature of professional development designs for inquiry-based science, and (c) examine the association among school characteristics, perceived support from PD programs, and teachers’ perceived self-efficacy in student engagement in scientific inquiry. Quantitative data using questionnaires were collected from 350 science teachers in state schools of Colombo and Homagama zones in Sri Lanka in 2018. A General Linear Model (GLM) Univariate analysis using SPSS 21.00 programme was used for data analysis. Findings revealed in-service teachers’ perceived self- efficacy in student engagement was lower than that of classroom management and instructional strategies associated with inquiry-based teaching. A notable fact was less use of PD programs with mastery experiences, which allows science teachers authentic experiences of scientific inquiry practices, while PD programs with vicarious sources of efficacy were comparatively higher. It also reported self-reported efficacy in engaging students in scientific inquiry significantly differed according to school type, support from PD programs, teachers’ self-efficacy in instructional strategies and classroom management. The results found no statistically significant differences in perceived efficacy in student engagement by education division in which school was situated. The implications and suggestions for future research are also discussed. Key words: Teacher self- efficacy, student engagement, classroom management, instructional strategies, inquiry-based science, professional development

How a trainee mathematics teacher develops teacher self-efficacy

ABSTRACTThis research contributes new understanding of how teacher self-efficacy is acquired and developed by a preservice teacher during a one-year programme of initial teacher education (ITE). The findings are consistent with previous studies in confirming that self-efficacy is acquired through vicarious experience, verbal persuasion and mastery experience while being undermined by negative physiological and affective states. In this study, however, the authors consider three separate subdomains of teacher self-efficacy: efficacy in classroom management, efficacy in student engagement and efficacy in instructional strategies. Based on a qualitative analysis of a trainee’s weekly reflections, this research shows that efficacy development is phased, initially dominated by developing efficacy in classroom management and efficacy in student engagement and, only at a significantly later stage, in instructional strategies. This is an important contribution to understanding how trainee teachers develop professional efficacy. Based on these findings, the authors tentatively offer a new self-efficacy development trajectory framework which can be used to inform the development of ITE programmes or continuing professional development programmes.