General Teaching Efficacy Research Articles

The Relationship between Teacher Efficacy, and Students' Trigonometry Self-Efficacy and Achievement

The purpose of the present study is to investigate the relationship between teacher efficacy to student trigonometry self-efficacy and student trigonometry achievement. The study included 16 high school teachers and their tenth grade students (n=571). Teacher efficacy was studied in terms of general teaching efficacy, mathematics teaching efficacy, and trigonometry teaching efficacy. No significant relationship was found between general teaching efficacy or mathematics teaching efficacy and student-related variables. The t-test results show that students of teachers who had high trigonometry teaching efficacy got higher scores on the trigonometry self-efficacy scale than students of teachers with low trigonometry teaching efficacy. Between these two groups of students' achievement test scores, on the other hand, no significant difference was found. The results underline the importance of teachers' trigonometry teaching efficacy for students' trigonometry self-efficacy, as well as the importance of measuring self-efficacy in a task-specific way.

Development and Evaluation of Family Life Culture Education Program in Preparation for the Reunification of Korea aimed at Pre-Service Home Economics Teachers

본 연구는 예비 가정과교사들의 남북한 간 문화적 차이에 대한 이해도와 수용을 고양시킴으로써 중등학교의 학생들을 대상으로 북한의 가정생활문화에 대한 수업을 할 수 있도록 준비시키는 것을 목적으로 하였다. 문헌고찰을 통하여 북한의 가정생활문화의 전반적 측면들을 반영하도록 내용을 개발하였다. 이 프로그램은 교사양성기관의 가정교육과 학부학생들 35명을 대상으로 실시되었다. 프로그램은 15차시의 150분짜리 수업으로 구성되었다. 첫 3회의 수업은 가정생활문화와 다문화주의를 정의하고, 남북간의 관계에 대한 역사적 고찰을 포함하는 도입 수업으로 이루어졌다. 이후의 9차시 동안에는 북한의 가정생활문화를 5개의 영역(소비 및 여가생활, 가족생활 및 양육, 식생활, 주생활, 의생활)으로 나누어 다루었다. 마지막 2차시 동안에는 예비교사들이 설계한 교수-학습과정안을 가지고 수업실연을 하는 시간을 가졌다. 프로그램의 평가를 위하여 사전-사후 검사가 실시되었으며, 전반적인 교수 효능감과 문화적 차이에 대한 이해도의 변화를 대응표본 t-검증으로 검증하였다. 사전-사후 검사의 결과에 따르면, 이 프로그램은 예비교사들의 남북한 가정생활문화에 대한 이해와 수용을 고양하는 데 효과적인 것으로 평가되었다.This program aimed at preparing the pre-service teachers to teach about North Korean family life culture to secondary school students, by promoting the understanding and acceptance of cultural differences between the two Koreas. Based on the literature review, the educational contents were developed to reflect general aspects of North Korean family life. The program was implemented with 35 undergraduate students in a home economics teacher education program. The program consists of 15 units of 150-minute instructional sessions. The first three introductory sessions dealt with the definitions of family life culture and multiculturalism, as well as a historical review of South-North relationship. The following nine sessions were devoted to North Korean family life culture in five different domains: consumption and leisure, family and child-caring, food and dietary life, housing and neighborhood life, and clothing/fashion. During the final two weeks, pre-service teachers conducted mock-teaching. For evaluation, pre- and post-session scores on general teaching efficacy and understanding of cultural differences were compared using paired t-tests. The pre-/post-test results confirmed that the program was successful in promoting the understanding and acceptance of cultural differences between two Koreas of pre-service teachers.

Teacher Self-Efficacy within the Context of Socially Disadvantaged Pupilss Education

The teachers’ self-efficacy (TS) is one of the important determinants, which affects teachers’ behavior and also affects the effectivity of educational process. The presented study is based on the concept of Gibson and Dembi, who characterized the teachers’ self-efficacy by two dimensions – Personal Teaching Efficacy (PTE) and General Teaching Efficacy (GTE). Our goal is to present results of the research which was focused on determination of the relation between teachers’ self-efficacy and the factors related with the education of socially disadvantaged pupils. Among the mentioned research tool it was used the semantic differential method. We found out that the teachers from the chosen primary schools are more convinced about their abilities to influence pupils’ learning and behavior (PTE) and less convinced about the overcoming unfavorable effects of environment through the education (GTE). We also discovered that the teachers’ self-efficacy rate from chosen primary schools is not correlated with their experience (with the education of socially disadvantaged pupils) and there is no significant difference between TS and the territory of teachers’ work. The self-efficacy rate is strongly correlated with the evaluation of the concepts related with the education of socially disadvantaged pupils.

Teacher Self-Efficacy within the Context of Socially Disadvantaged Pupils’ Education

The teachers’ self-efficacy (TS) is one of the important determinants, which affects teachers’ behavior and also affects the effectivity of educational process. The presented study is based on the concept of Gibson and Dembi, who characterized the teachers’ self-efficacy by two dimensions – Personal Teaching Efficacy (PTE) and General Teaching Efficacy (GTE). Our goal is to present results of the research which was focused on determination of the relation between teachers’ self-efficacy and the factors related with the education of socially disadvantaged pupils. Among the mentioned research tool it was used the semantic differential method. We found out that the teachers from the chosen primary schools are more convinced about their abilities to influence pupils’ learning and behavior (PTE) and less convinced about the overcoming unfavorable effects of environment through the education (GTE). We also discovered that the teachers’ self-efficacy rate from chosen primary schools is not correlated with their experience (with the education of socially disadvantaged pupils) and there is no significant difference between TS and the territory of teachers’ work. The self-efficacy rate is strongly correlated with the evaluation of the concepts related with the education of socially disadvantaged pupils.

A Structural Analysis of the Relationships Among Pre-service Early Childhood Teachers' Perception on Teacher Efficacy, Achievement Motivation and Happiness

The purpose of this study was to establish and verify a model of structural relationships important task of happiness and teacher efficacy, and achievement motivation of the pre-service early childhood teachers. The subjects for this study were 235 pre-service early childhood teachers. The collected data were analyzed with SPSS 23.0 program and Amos20.0. The results showed that pre-service early childhood teachers perceived more than the normal level in the teacher efficacy, achievement motivation, and happiness. The highest correlated variable was personal teacher efficacy between happiness and teacher efficacy, according to the correlation analysis of teacher efficacy, achievement motivation and happiness perceived by pre-service early childhood teachers. In addition, confidency was highly correlated in the sub-variable of happiness and achievement motivation, and personal teacher efficacy and confidency were highest correlated factor in the sub-variable of teacher efficacy and achievement motivation. As the results of this study, personal and general teacher efficacy was affected the happiness of pre-service early childhood teachers by mediating factor of happiness and it confirmed as a ultimately suitable model. This study has significance by seeking improvement and strengthening the positive aspects of the training process by promoting happiness during the school life of pre-service early childhood teacher.

사립유치원교사의 교사효능감과 의사소통능력이 직무스트레스에 미치는 영향

The purpose of this study was to identify the influence of private kindergarten teachers' teacher efficacy and communication competence on their job stress. The subjects in this study were 161 private kindergarten teachers working in kindergartens in Gyeong-gi province. For the research analysis, frequency, Cronbach's coefficient, and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that personal teacher efficacy does have statistically meaningful negative influences on job stress as a whole as well as the sub-factors of job stress, but general teacher efficacy has meaningful negative influences only on the personal-related stress of the sub-factors. Secondly, communication competence has statistically meaningful negative influences on job stress as a whole as well as the sub-factors of job stress. Through this study, it is possible to provide a basic guideline to configure the subject content that enhance teacher efficacy and make them give full play to communication competence and develop a positive attitude for coping with job stress in a curriculum for private kindergarten teachers.

Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand

This investigation examined the relationship between teachers’ beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs examined were personal teaching efficacy, general teaching efficacy, and pupil control ideology (PCI). Samples were compared regarding their preferences for the daily report card, response cost technique, classroom lottery, and medication as classroom strategies for managing ADHD-related behavioural concerns. Data were analysed using general linear modelling techniques, and an interaction was demonstrated between ADHD intervention x PCI x nationality. Differences were observed for ADHD interventions across samples based upon pupil control orientations. Implications for educators and their classroom practices are discussed.

Preservice Secondary Teachers’ Sense of Efficacy in Teaching Character Education

Character education is one of the most controversial domains of academic instruction in the United States. At the present time, many states and individual schools are considering the question of their responsibility for educating students about democratic principles and moral values as a vital part of a teacher's role. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of 130 preservice secondary teachers at a large university in Florida. The subjects were in one teacher education program preparing to teach language arts, science, social studies, and mathematics. The teacher education program had no formal courses dedicated to character education, but the topic was included in some of the content coursework. The study utilized the Character Education Efficacy Belief Instrument (CEEBI), which was developed and validated by Milson and Mehlig (2002). The results of this survey add to the literature on character education and teacher education by taking a closer look at the specific beliefs of secondary preservice teachers regarding their Personal Teaching Efficacy (PTE) and General Teaching Efficacy (GTE) for character education. This study provides insight into the efficacy beliefs of secondary preservice teachers in a teacher preparation program in a state that mandates character education.

Teaching efficacy beliefs of national board certified physical educators

The National Board of Professional Teaching Standards offers a voluntary advanced certification for K-12 teachers. The majority of teachers who pursue this professional development program live in the USA, although there are National Board Certified teachers across the globe. This study examined National Board Certified Physical Education Teachers’ (NBCPETs) teaching efficacy beliefs. In total, 334 NBCPET participants completed a demographic questionnaire and survey that included the Teacher Efficacy Scale. From that group, 65 were randomly selected and interviewed. Participants described perceptions of their abilities to influence learning and perceptions of how their teaching effectiveness compared to non-board certified physical educators. Teacher Efficacy Scale scores of respondents revealed strong Personal Teaching Efficacy (PTE), and their PTE scores were higher than their General Teaching Efficacy scores. Most NBCPETs expressed confidence in their abilities to influence student learning. Emerging themes related to their perceptions about their own teaching success were as follows: differentiated instruction, persistence, connection with and care for students, and work in a content area conducive to influencing students. While comparing their own teaching effectiveness with non-NBCPETs, most participants articulated a propensity to reflect on practice, a deeper understanding of and commitment to teaching effectiveness, and greater motivation to excel.

보육교사의 자아존중감과 교수효능감 및 직무수행의 어려움 인식 간의 관계 분석

This study analyzes the relationship between teachers' efficacy and difficulties on job performance depended on self-esteem. To achieve this goal, 282 child care teachers who inhabit J city responded to the questionnaire. The collected data were analyzed by Pearson correlation and multiple regression techniques using the SPSS statistics program. First, the self-esteem was closely associated with child care teachers' efficacy and difficulties on job performance. Second, the self-esteem was the strongest predictor for general teaching efficacy of child care teacher and Infant's protection and guidance also notable variables. This significant result shows the importance of self-esteem. Therefore, it is desirable to encourage child care teachers to experience and raise self-esteem.

The effect of trust on teacher empowerment: the mediation of teacher efficacy

This study explores the impact of teachers’ perception of trust in colleagues on their sense of empowerment in Mainland China, with a particular focus on the mediating role of teacher efficacy. The results of a survey of 1646 teachers indicate that although teachers scored positively on trust in colleagues, efficacy and empowerment, they had relatively lower scores on general teaching efficacy (GTE) and participation in decision-making. Trust in colleagues was a significant predictor of teacher empowerment. In addition, personal teaching efficacy had a significant mediation effect on the relationship between trust in colleagues and teacher empowerment, while GTE had not. These findings lead to some implications for understanding the nature of GTE and the relationship between trust and teacher empowerment.

Changes in teaching efficacy of pre-service teachers in physical education

Background: The term teacher efficacy is defined as teachers' belief in their ability to significantly affect their pupils' learning. Studies in the physical education (PE) domain seeking sources of teaching efficacy reported on the links among external environmental factors, content knowledge, and ‘learners’ active engagement in learning, and the effect of these ties on teachers' efficacy. In the majority of the studies, self efficacy was assessed mostly on in-service experienced teachers. Purpose: to study teaching efficacy of pre-service (second and third year) and student teachers STs (fourth year) in a four-year teacher education program, and to determine whether their teaching efficacy changed during any one year of the program. Participants and data collection: Two hundred and three pre-service teachers enrolled in second, third, and fourth year of a teacher education program (N = 53, 95, and 55 respectively) filled out questionnaires that examined their general teaching efficacy (GTE) and physical education teaching efficacy (PETE) in the beginning and at the end of one academic school year. Data analysis: A MANOVA test was performed to explore the differences among three groups of students in the questionnaire factors. In order to examine whether one year of teacher education has an influence on the teaching efficacy of STs, t-tests were conducted. Findings: Teaching efficacy of STs significantly increased along one year of college education for all participants in all of the questionnaire factors. Conclusions: This study presents a comprehensive new instrument for evaluating PE teachers' efficacy. Based on the data, the teacher education program provided STs with sufficient knowledge, competencies, and practicum to enhance the teaching efficacy needed for actual teaching. Practical implications suggest evaluating the program in order to eliminate its weaknesses and preserve its strengths. For example, the longer the STs' experience was, the greater was their efficacy. Therefore, extending field experience and including sport and movement classes that emphasize the practice of teaching methods, are vital for teacher education programs intended to produce qualified and confident graduates.

Investigating Teacher Efficacy: Comparing Preservice and Inservice Teachers with Different Levels of Experience

Teacher efficacy represents a powerful influence on the behaviors of teachers due to its impact on instructional choice, effort, and persistence. Yet few studies have been conducted examining differences in efficacy among groups of teachers with varying levels of experience, including those still engaged in teacher preparation programs. This study was conducted to examine such differences through a comparison of teacher efficacy among groups of preservice and inservice teachers with various levels of experience using the Teachers' Sense of Efficacy Scale. The results demonstrated that experienced teachers held the highest general teaching efficacy as well as the highest efficacy with regards to domain-specific areas such as student engagement and classroom management. No statistically significant differences were noted among preservice teachers and novice teachers.

An Expressive Arts-Based and Strength-Focused Experiential Training Program for Enhancing the Efficacy of Teachers Affected by Earthquake in China

The 2008 Sichuan Earthquake killed over 9000 teachers and children leaving profound physical and emotional problems are prevalent among survivors. Many being victims themselves, teachers in the earthquake affected areas not only have to recover a sense of personal efficacy in dealing with the difficulties, they also need to feel adequately prepared in their teaching roles to handle the changes in the classroom environment and student needs. Expressive art is a well-established tool to facilitate the expression of thoughts and feelings that can also be incorporated as interactive classroom activities—an approach that deviates from the traditional top-down teaching mode in China. A 3-day experiential training program based on expressive arts and strength-focused approaches was provided for 57 elementary and high school teachers across the earthquake area. This study evaluated changes after the training program. Results showed that teachers’ general self-efficacy and teaching efficacy were significantly improved (t = 2.54, p = .01; t = 4.08, p = .00). The improvement in teaching efficacy is contingent upon the quality of relationship with students, after controlling for ethnicity.

Teacher self-efficacy and classroom management styles in Jordanian schools

Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in nature and was conducted using a survey design. A variety of statistical techniques were utilised in this research. The Pearson product moment correlation coefficient (r), means and standard deviations were used as the main statistical techniques. Findings of this study revealed that Jordanian teachers practise the instructional classroom management style more than the other management styles: behaviour management and people management. However, people management was rated the style least practised by Jordanian teachers. Further, Jordanian teachers who participated in this study perceived themselves to have a higher level of personal teacher efficacy compared to general teacher efficacy. Finally, personal teacher efficacy has the highest and significant relationship with each of the classroom management styles and classroom management styles overall. However, general teacher efficacy was found to be correlated insignificantly with each of the classroom management styles and classroom management styles overall.

A Cross Sectional Study of Pre-service Teacher Efficacy Throughout the Training Years

Teachers’ judgments in their ability to motivate students and promote learning can play a vital role in determining a student’s performance in the classroom and once a belief has been held for a long time, it can become difficult to change. Utilising a sample of 467 beginner and final year pre-service teachers training to become primary (elementary) and secondary teachers, the aim of this study was to examine to what extent pre-service teachers’ level of teacher efficacy changed during their teacher training years. Results showed that the training courses for primary school teachers appeared to have no influence on teacher efficacy levels. Moreover, the results demonstrate that for secondary school pre-service teachers, the training courses increased their general teacher efficacy levels, however, decreased their personal teacher efficacy levels. The findings have implications for teacher training programs and future research.

A Comparison of First and Fifth Year Agriculture Teachers on Personal Teaching Efficacy, General Teaching Efficacy and Content Efficacy

The purpose of this study was to compare first and fifth year agriculture teachers’ on general teaching efficacy, personal teaching efficacy, and content efficacy. Teacher efficacy has been defined as a two dimensional construct composed of personal teaching and general teaching efficacy. Personal teaching efficacy involves a teacher’s evaluation of their own capability to bring about student learning. General teaching efficacy reflects the degree a teacher believes other educators can control the learning environment despite influences such as family background, intelligence quotient (IQ) and school conditions (Gibson & Dembo, 1984). Content efficacy is the level of confidence an agriculture teacher possesses in agribusiness and economics, plant and soil science, animal science, agricultural mechanics and technology, and natural resources and environmental science. The sample consisted of first and fifth year agriculture teachers in Texas during the 2006–07 school year. A total of 129 first year teachers and 68 fifth year teachers were identified and 141 teachers responded yielding a 71% response rate. Personal teaching and general teaching efficacy were measured by the short form of the teacher efficacy scale (Woolfolk & Hoy, 1990). A researcher developed instrument was used to measure content efficacy.

Teacher Sense of Efficacy among Malaysian Agriculture Student Teachers

This exploratory descriptive study sought to investigate teachers’ efficacy beliefs among agriculture science student teachers in Universiti Putra Malaysia (UPM). Specifically, the study explored student teachers’ efficacy beliefs in terms of student engagement, instructional strategies, and classroom management. The study also attempted to explain the relationships between student teachers’ backgrounds variables and teachers’ sense of efficacy beliefs. The study showed that general teacher efficacy beliefs among UPM agriculture science student teachers was high (Mean=4.15, SD. =.33). Male student teachers were found to have a significantly higher general teacher efficacy beliefs than female students teachers (t (79) = 2.20, p=.031). Experienced student teachers were more efficacious than student teachers who have no experience at all (t (79) = 3.072, p=.003). Age correlated significantly with general teacher efficacy belief (r=.51, p <.01). Significant correlations were also found between CGPA and general teacher efficacy belief (r=.31, p <.01)

Intention to return: alternatively certified teachers’ support, ideology and efficacy beliefs

The Teaching Fellows program in New York City (NYC) is an alternative certification teaching program. This study investigates a sample (n = 68) of Queens College Teaching Fellows’ perceptions about their teaching experience. Results indicate that 29% of TFs intend to leave their current teaching positions at the end of their contract. Pearson product‐moment correlations revealed that the TFs’ perception of the schools’ socioeconomic status, administrative support and the TFs’ own general teaching efficacy all correlated with planning to stay in their current NYC teaching placement. The intention of the TF to remain teaching at the school currently employed at was predicted based on the level of perceived peer support. The results of this study can serve to inform university programs that offer alternative certification options to prospective teachers.

The Relationships among Teachers’ Perceptions of Student Behaviour, Teachers’ Characteristics, and Ratings of Students’ Emotional and Behavioural Problems

This study examined the relationships among teachers’ perceptions of students’ behavioural problems and their own efficacy and psychological symptoms. Findings suggested that teachers were more bothered by externalising (i.e., acting out) than internalising (i.e., withdrawal, depression) behavioural problems in their students, and believed that students had greater control over externalising behavioural problems. In addition teachers’ personal teaching efficacy contributed significantly to the prediction of how bothersome internalising behavioural problems were perceived as being. Further, teachers’ personal and general teaching efficacy both contributed significantly to the prediction of teachers’ perceptions of student control over externalising behavioural problems. These findings may have particular relevance to interventions addressing students’ behavioural problems in the classroom.