Teacher Efficacy Research Articles

A Narrative Inquiry into Teacher Efficacy for Teaching Climate Science with Technology in a Scientist-Teacher Partnership Program

A Narrative Inquiry into Teacher Efficacy for Teaching Climate Science with Technology in a Scientist-Teacher Partnership Program

A Comparative Analysis of Structured Pedagogy Interventions in South Africa and Their Impact on Student Performance in Mathematics and Science Subjects

Purpose: The aim of the study was to analyze the comparative analysis of structured pedagogy interventions in South Africa and their impact on student performance in mathematics and science subjects. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: A comparative analysis of structured pedagogy interventions in South Africa reveals that these targeted educational approaches have positively impacted student performance in mathematics and science subjects. Studies show that interventions such as curriculum-aligned teaching materials, teacher training, and standardized assessments significantly improved students' understanding and achievement in these areas. Unique Contribution to Theory, Practice and Policy: Constructivist learning theory, bloom’s taxonomy of educational objectives & sociocultural theory may be used to anchor future studies on the analyzing the comparative analysis of structured pedagogy interventions in South Africa and their impact on student performance in mathematics and science subjects. Schools should integrate structured lesson plans and data-driven instruction into everyday practice to enhance teacher efficacy and student performance. Policymakers should implement nationwide curriculum reforms that standardize content delivery across all schools, ensuring consistency in teaching quality, particularly in mathematics and science.

Peer-led teaching with adjunctive virtual reality leads to increased confidence and engagement in surgical education amongst medical students

Abstract Purpose The aims of this study are to (1) evaluate the efficacy of peer-led teaching in post-surgical complications; (2) evaluate the role of virtual reality (VR) in peer-led teaching; and (3) assess the impact of performance-affecting factors (core knowledge coverage, quality of teaching, confidence in peer tutors, and engagement) in peer-led teaching with VR. Methods 30 medical students in clinical years of a 6-year Bachelor of Medicine and Bachelor of Surgery (MBChB) program participated in a peer-led tutorial and VR scenario on common post-surgical complications. Each tutorial consisted of two tutors and up to eight participants. Participants then answered a 13-item questionnaire using 5-point Likert scales. Results 28 (93%) participants showed marked improvement or remained at the previous ≥ 4 Likert rating for self-perceived experience and expertise after peer-led teaching (p < 0.05); and 30 (100%) after the VR scenario (p < 0.05). Increased confidence in peer tutors, quality of teaching and engagement correlated with improved confidence in VR and real-life post-surgical complications (p < 0.05). 24 (80%) participants felt performance pressure was diminished with VR simulation. Conclusions The use of peer-led teaching with VR scenarios increases medical student engagement in learning and confidence in dealing with post-surgical complications. Further long-term research with larger cohorts is recommended.

Inclusive education in Sweden

Background and aim: Teachers’ positive attitudes towards inclusive education are taken to be critical to providing education that better meets pupils’ learning. Studies have therefore tried to clarify interaction between teachers’ attitudes and inclusive education. The present study reports data on teachers’ attitudes, self-efficacy and collaboration towards inclusive education in Sweden. Nation-wide data were collected from teachers before they joined a national professional development programme aimed at strengthening schools' competence in adapting teaching to the conditions and needs of pupils. Methods: Participants were 2,348 (51,6%) out of 4,553 targeted teachers that answered an online survey. The survey included three instruments: the Ohio State Teacher Efficacy Scale (OSTES), the Sentiments, Attitudes and Concerns about Inclusive Education – Revised (SACIE-R), and bespoke questions about teachers’ attitudes towards collegial learning (TACL). Mean values and correlations were assessed. Responses to an open question about teachers’ expectations ahead of starting their training programme were analyzed in NVivo, using word frequency analysis. Results: Three-quarters of respondents show overall positive responses towards adapting their teaching to the conditions and needs of pupils. However, almost two-thirds of teachers do also report significant concerns about their ability to do inclusive education well. Scores remained largely unaffected by public or private school ownership, nor did the affluence of school catchment areas affect teacher scores. Conclusions: The self-reported attitudes, self-efficacy and collaboration among teachers in Sweden towards adapting their teaching to the conditions and needs of pupils support positive research conclusions: although they do have concerns likely to be founded on professional considerations, teachers are by and large positive about meeting pupils’ learning needs.

A comparative analysis of game-based learning and conventional learning in dental education.

To evaluate the efficacy of traditional teaching versus traditional teaching supplemented by serious gaming in imparting knowledge of periodontal indices among dentistry students. Additionally, the study seeks to measure the level of satisfaction among students engaging with the assessed teaching method. This comparative study was approved by the ethics committee of the University of Valencia with file number: 2479311. A sample of 61 subjects was divided randomly into two groups: the test group (n=36) and the control group (n=25). Baseline knowledge of community index of periodontal treatment need was assessed through a questionnaire completed by both groups before receiving a comprehensive explanation of the topic. The test group, in addition to the conventional explanation, received supplementary training via an educational gaming experience. Both groups underwent a final evaluation and, subsequently, a satisfaction survey was completed by the test group. Descriptive and inferential analyses were performed using a non-parametric Brunner-Langer model. The relationship between scores was examined using Mann-Whitney and Wilcoxon tests, with a significance level set at α=0.05. The training, in general, was effective as both the test group (p=0.003) and the control group (p=0.015) demonstrated an increase in scores with both teaching modalities, but no significant difference was observed between the groups. The test group expressed a high level of satisfaction with the instructional approach. No statistically significant difference in learning outcomes was identified between the traditional lecture teaching method and the approach supplemented by gaming. There was an elevated level of student satisfaction with the gaming method.

The Role of Servant Leadership, School Culture and Supervision System on Teacher Performance Mediated by Teacher Competence and Moderated by Good Scholl Governance

The research is an observational study aiming to test a model in which the effect of servant leadership as exogenous constructs; school culture and supervision system will affect teacher performance by mediating factor: competency, with oversight moderation variable. If anything, the need for leadership consistency and governance models which described by Inceoglu et al launched differs greatly according to institution of higher education executing research (Indonesian educational context) because how various cultural norms operate in relation to one another impacts teacher efficacy. This study uses a sample that involves different types of schools within Indonesia and applies Partial Least Squares Structural Equation Modeling (PLS-SEM) for the data analysis with focus on measurement properties as well correlations among variables. Results indicate that while effective supervision and governance, servant leadership as well as organizational culture contributes significantly to teaching performance at school; the combination of these elements are needed in nurturing a high-performing education system. Importantly, provision of effective leadership and governance at all levels of the system for ensuring optimum teacher effectiveness is strongly accorded here by this research. Further research is encouraged to investigate these trends and their influence on teacher performance over time using longitudinal methods.

Inklusionens fundamenter: en longitudinal undersøgelse af betydningen af lærere og pædagogers inklusionsholdninger og mestringsoplevelser

This article reports on a large-scale longitudinal study on teachers’ and social educators’ attitudes and concerns towards inclusion as well as their self-efficacy for inclusive practices in schools in Denmark. We applied a survey constituted by The sentiments, attitudes, and concerns about inclusive education (SAICE) and Teacher efficacy for inclusive practice (TEIP) scales as well as questions concerning understandings of the notion of inclusion. The main findings of the study are that there is a correlation between attitudes and concerns regarding inclusion and teacher self-efficacy and that there are factors such as employment, experience and education that have an influence on attitudes towards inclusion.

Teaching as a performative art

This paper reports on diagnostic workshops conducted at a teacher training centre in Istanbul focusing on how Applied Theatre methods can support English Language Teacher Education in the areas of self-awareness and self-reflection. The workshops provided 12 participant English Language teachers experience of Applied Theatre methods and techniques to elicit feedback on their pedagogic value and efficacy in teaching. Through dialogue and reflection, participants identified the performative and meta-performative skills they valued from the workshops. While Applied Theatre methods have a proven track record in many contexts, they are rarely utilized in teacher development programmes. Feedback from the workshops revealed that Applied Theatre methods, notably Forum Theatre, provide embodied, participant-led, solution-oriented, multiple voiced opportunities for reflection and dialogue on critical incidents teachers’ face. In addition, participants highlighted performative skills pertaining to developing awareness of self, others and setting that are disregarded in current competence-based teacher education programmes. Participants also uncovered meta-performative skills reflecting on why teachers act in the way that they do. The workshops provide an initial template to create teacher development programmes incorporating Forum Theatre and other Applied Theatre techniques.

Research on English Online Teaching Model Based on Association Rules Driven by Big Data

In today’s information age, big data has become an indispensable and important resource in various fields, and the education sector is no exception. With the explosive growth of educational data, how to effectively mine and utilize this data to optimize the education and teaching process has become a focus of attention for educators and researchers. Among them, association rule mining, as an important data mining technique, is increasingly widely used in the field of education. This investigation delves into the deployment of association rule mining within the framework of English online teaching models, capitalizing on the burgeoning domain of big data. In the era of exponentially advancing information technology, big data has crystallized as an integral component for educational enhancement in both pedagogical quality and methodologies. Initially, this paper dissects a spectrum of extant teaching paradigms propelled by big data analytics. The discourse then pivots to scrutinize the contemporary landscape and the evolution of English online pedagogy. Employing association rule analysis, the study excavates a trove of significant patterns and linkages from voluminous datasets of online educational activities. The insights gleaned serve as a compass for refining instructional strategies and judiciously distributing educational resources. The empirical evidence underscores the proposition that granular examination of student engagement metrics and scholastic achievement empowers educators to tailor bespoke educational trajectories, thereby amplifying pedagogical efficacy and enriching the academic voyage. Beyond furnishing an avant-garde outlook on English online instruction, the findings proffer a substantive benchmark for e-pedagogy across diverse academic disciplines.

교사멘토링이 초등교사의 교사효능감 및 교직만족도에 미치는 영향 분석

Objectives This study aimed to empirically analyze whether elementary school teachers' participation in mentoring programs affects teacher efficacy and satisfaction. Methods The regression analysis was conducted through propensity score matching using the Teaching and Learning International Survey (TALIS) 2018 data. Results As a result of analysis, it was confirmed that elementary school teachers' participation in mentoring had a negative effect on teacher efficacy. In particular, according to the type of mentoring participation of teachers, the negative effect was greater on teachers participating as mentee than teachers participating as mentor. In addition, it was confirmed that the participation of elementary school teachers in mentoring negatively affects the satisfaction of teaching profession according to the type of participation. In the case of participation as a mentor or mentee in the mentoring program provided by the school and the case as a mentor teacher, the effect on the satisfaction of the teaching profession did not show statistically significant results, but in the case of participation as a mentee teacher, statistically significant negative results were found. Conclusions This study is significant in that it is the first domestic study to empirically verify the causal effect of elementary school teachers' mentoring participation. However, in interpreting the results of this study, if a qualitative study on the negative aspects of the mentoring program felt by teachers in the actual educational field is conducted as a follow-up study in that results contrast to previous studies have been drawn.

Preservice Teachers Experiences with Mindful Awareness Practices: An Exploration of Archival Journals

Traditionally teachers have experienced higher rates of stress, burnout and attrition than most other professions. In the midst of a teacher shortage and child mental health crisis, teacher preparation programs must look at new, proactive ways to prepare teachers to meet the increasing demands of the profession. Teacher training programs have the opportunity and obligation to help preservice teachers learn how to manage stress, increase their social emotional competence and improve their wellbeing early on. Mindful awareness practices have been shown to reduce stress, increase wellbeing, and improve teacher efficacy in the classroom. Using archival student journals, this study explored pre-service teachers’ experiences with mindful awareness practices embedded in their courses. Findings include; positive experiences with mindfulness practices, challenges with mindfulness practices, struggles with mental health challenges, the importance of social emotional competence, and the interconnection between these factors and teacher wellbeing.

Predicting Teaching Efficacy through Occupational Stress and Job Satisfaction in the Canadian Context: A Multiple Group Analysis Based on Career Stage

Teachers’ perceptions of their occupational stress, job satisfaction, and teaching efficacy may vary over stages of their careers. Using a subsample of teachers from the 2018 Teaching and Learning International Survey (n = 982), we used a multiple group structural regression model to test perceptions of occupational stress and job satisfaction as predictors of teaching efficacy and to examine differences among early-, mid-, and late-career teachers. Results indicated that while both occupational stress and job satisfaction predicted teaching efficacy in the early-career group, only job satisfaction predicted teaching efficacy in the mid-career group, and neither occupational stress nor job satisfaction predicted teaching efficacy in the late-career group. Tests for moderation revealed only that the link between job satisfaction and teaching efficacy was significantly stronger in the early-career group compared to the other groups. Early-career teachers also reported lower efficacy and higher stress compared to later-career teachers. Limitations and implications for research and intervention are discussed.

Teacher self-efficacy and teaching quality: A three-wave longitudinal investigation.

Self-efficacy beliefs have cyclical nature as they enhance performance and performance, in turn, influences subsequent self-efficacy beliefs. Likewise, teacher self-efficacy is proposed to shape teaching quality which, in turn, informs future teacher self-efficacy beliefs. To examine these associations, longitudinal studies are needed but are still sparse. Therefore, the present research employed a three-wave longitudinal design to examine the predictive effects of teacher self-efficacy on teaching quality as well as the predictive effects of teaching quality on future teacher self-efficacy by using data from large samples of secondary school teachers (N = 1030) and their students (N = 17,381). Teachers self-reported their efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management whereas students rated the teaching quality (i.e., cognitive activation, classroom management, and student support) of their teachers. The results of the multilevel structural equation modelling showed that all three dimensions of teacher self-efficacy predicted teaching quality but teaching quality, in turn, predicted only teacher efficacy for student engagement. These results suggest that efforts in raising teacher self-efficacy may show fruitful in raising overall teaching effectiveness.

Inclusive education in action: Singapore teachers’ efficacy in early childhood and primary school education

ABSTRACT Despite the increasing number of students with special educational and developmental needs in Singapore, in-service teachers’ efficacy in inclusive practices remained underexplored within this teacher population. This study examined the efficacy of 584 in-service preschools and primary school teachers in inclusive practices. Results showed that while teachers demonstrated moderately high efficacy, preschool teachers’ overall efficacy was significantly higher than that of primary school teachers. Conversely, no significant difference found in efficacy in managing behaviour, indicating that both groups find it equally challenging. The study explored possible reasons for these differences in teacher efficacy across educational levels in Singapore.

Trends in Chemistry Education Research on Student Transformation in the Philippines: A Meta-analytic Review

Creating innovative methodologies and interventions in chemistry education is essential to promote positive student transformation outcomes. Although chemistry educators are key in utilizing its potential in the classroom, very little is known about its efficacy in teaching and learning. This study aims to determine the current research trends in chemistry education. It examines the effect of chemistry education research findings included in the meta-analysis on using varied teaching methodologies on student transformation outcomes. A systematic review and meta-analysis of a pool of studies related to chemistry instruction in the Philippines and through on site or online browsing were conducted. Results show that the country's pedagogical trend in chemistry education centers mainly on cooperative and inquiry-based learning, which aligns with and supports the framework and goals of 21st-century teaching. Results suggested that chemistry teachers can consider employing one of the various pedagogies and methods that effectively improve students' cognitive and affective outcomes. Heterogeneity test warrants that significant differences exist between the grouped features. The effect size data are directly influenced by the significance of the test derived from each study. Studies with significant results tend to have a larger effect size and significantly affect the study variables.

The Impact of Workplace Spirituality and Psychological Capital on Elementary School Teachers' Motivation.

To improve school quality, it is essential for teachers to play a central role. Teacher efficacy largely depends on strong work motivation, which can be enhanced by fostering workplace spirituality and psychological capital. This study aimed to analyze the demographic differences among elementary school teachers regarding workplace spirituality, psychological capital, and teacher motivation. It also sought to examine the relationships between workplace spirituality, psychological capital, and teacher motivation. Particularly, it aimed to explore the impact of workplace spirituality and psychological capital on teacher motivation. This study included 348 teachers from various elementary schools across Taiwan. Its findings confirmed that the assessments of workplace spirituality, psychological capital, and teacher motivation were both reliable and valid. Male teachers exhibited greater efficacy and resilience in terms of psychological capital compared to their female counterparts. Teachers with more years of experience demonstrated greater efficacy, hope, and psychological capital, while those with fewer years of experience reported higher workplace spirituality. Moreover, workplace spirituality and psychological capital were significantly correlated with teacher motivation. The most influential predictors of teacher motivation were identified as workplace spirituality and psychological capital. As a result, the implication of this study is that school organizations can enhance teacher motivation by promoting workplace spirituality and psychological capital.

보육교사 개인 변인에 따른 전문성, 교수효능감, 자긍심의 차이와 영향력의 주 효과 및 상호작용 효과

This study was conducted to analyze the differences in professionalism, teaching efficacy, and self-esteem based on the individual characteristics of childcare teachers, and to predict their influence by analyzing the main and interaction effects among the variables. The subjects of the study were 354 childcare teachers working in Seoul and Gyeonggi-do. The results revealed the following: First, there were significant differences in professionalism and teaching efficacy according to the class in charge, age, education, and childcare experience, while self-esteem showed differences based on educational background. Second, a positive correlation was found between the professionalism, teaching efficacy, and self-esteem of childcare teachers. Third, professionalism, teaching efficacy, and self-esteem were identified as significant factors that influence one another. When professionalism and self-esteem were introduced as independent variables, they had the greatest effect on teaching efficacy. In the analysis of interaction effects, the interaction between professionalism and self-esteem was found to have the greatest impact on teaching efficacy. These findings suggest that, in order to improve teaching efficacy in a childcare environment where various factors interact, both professionalism and self-esteem must be considered together. This study aims to provide fundamental data for continuous education and to inform policies that enhance the professionalism and self-esteem of childcare teachers.

The Structural Relationship Between Principal’s Instructional Leadership, Teacher Commitment and Teacher Self-Efficacy in Program Vokasional Menengah Atas (PVMA) in Malaysia

The academic achievement of students is influenced by the leadership capabilities of school administrators and the commitment and efficacy of teachers in their roles. However, within the Program Vokasional Menengah Atas (PVMA) context, there has been a concerning rise in students failing to meet minimum qualifications. This underscores the urgent need to assess the effectiveness of principals' instructional leadership as well as teachers’ commitment and self-efficacy. This study aims to identify the interrelationships between instructional leadership, teacher commitment, and self-efficacy, as well as how instructional leadership and teacher commitment impact teacher self-efficacy. The research utilized three questionnaires adapted from previous studies that had been validated through face, content, and construct validation. The sample consisted of 318 PVMA teachers, and the data was analyzed using descriptive and inferential statistics. The findings of the study directly address the research problem by demonstrating the significant impact of principals' instructional leadership on teachers' commitment and self-efficacy. Significant correlations were found between instructional leadership and teacher self-efficacy, instructional leadership and teacher commitment, and teacher commitment and self-efficacy. The study highlights the positive influence of instructional leadership and teacher commitment on enhancing teacherself-efficacy, emphasizing the pivotal role of principals in fostering a supportive environment that prevents student underachievement. It provides actionable insights for principals, teachers, and education stakeholders to prioritize instructional leadership, improve teacher commitment, and enhance overall effectiveness in educational outcomes. Future research could expand by incorporating additional variables influencing instructional leadership and diversifying the sample population to enrich understanding and applicability across diverse educational contexts.

Changes in teacher efficacy and perceptions of teacher professionalism of pre-service teachers during childcare practicum

Changes in teacher efficacy and perceptions of teacher professionalism of pre-service teachers during childcare practicum

Effect of a Class-wide Positive Behavioral Support Professional Development Program on Classroom Management Skills and Teacher Efficacy

Effect of a Class-wide Positive Behavioral Support Professional Development Program on Classroom Management Skills and Teacher Efficacy