Teacher Efficacy Research Articles

Simplify, Consolidate, Intervene: Facilitating Institutional Support with Mental Models of Learning Management System Use

Measuring instructors' adoption of learning management system (LMS) tools is a critical first step in evaluating the efficacy of online teaching and learning at scale. Existing models for LMS adoption are often qualitative, learner-centered, and difficult to leverage towards institutional support. We propose depth-of-use (DOU): an intuitive measurement model for faculty's utilization of a university-wide LMS and their needs for institutional support. We hypothesis-test the relationship between DOU and course attributes like modality, participation, logistics, and outcomes. In a large-scale analysis of metadata from 30000+ courses offered at Virginia Tech over two years, we find that a pervasive need for scale, interoperability and ubiquitous access drives LMS adoption by university instructors. We then demonstrate how DOU can help faculty members identify the opportunity-cost of transition from legacy apps to LMS tools. We also describe how DOU can help instructional designers and IT organizational leadership evaluate the impact of their support allocation, faculty development and LMS evangelism initiatives.

The Mediating Role of Teacher Efficacy Between Academic Self-Concept and Teacher Identity Among Pre-Service Physical Education Teachers: Is There a Gender Difference?

The aim of this study was to analyse the differentiated role played by academic self-concept on teacher identity, taking into account the mediating role of teacher efficacy and the gender of the pre-service physical-education teachers. In this cross-sectional study, 478 master’s degree students in Secondary Education Teacher Training participated (Mean = 27.09; SD = 6.32; 54.8% male, 44.8% female, 0.4% other). The following scales were used: academic self-concept, teaching identity, and teacher self-efficacy. After finding significant differences in academic effort, a structural equation analysis (SEM) with the multigroup option was conducted to answer the research objective. The results revealed that the women had significantly higher mean academic effort values than the men. In addition, the SEM, which showed excellent fit indices, revealed that, for the men, teacher efficacy acted as a mediating variable between academic confidence and teacher identity. In contrast, for the women, teacher efficacy acted as a mediator between academic effort and teacher identity. However, academic effort also acted as a direct predictor of teacher identity in male pre-service teachers. As a main conclusion, it can be said that the findings highlight the importance of academic self-concept in undertaking the master’s degree by increasing teacher identity through the teaching efficacy of pre-service teacher educators.

Primary School Teachers’ Attitudes, Perceptions and Self-Efficacy Regarding Students With Special Educational Needs: A Comparative Study of the Education Systems in Slovenia and Kosovo

The purpose of this paper is to explore teachers’ attitudes, perceptions and self-efficacy regarding students with special educational needs in Slovenia and Kosovo, as well as to identify the similarities and differences between the two education systems in terms of inclusive practices. Quantitative data were collected from a sample of teachers working in grades 1–5 of primary schools in Slovenia (n = 258) and Kosovo (n = 255). The data were gathered using the Sentiments, Attitudes and Concerns about Inclusive Education scale and the Teacher Efficacy for Inclusive Practice scale and analysed using SPSS version 21.0. The findings indicate higher means of samples in both Slovenia and Kosovo in negative sentiments, attitudes and perceptions regarding inclusive education, while statistically significant differences were identified in attitudes and other factors, such as age, gender or teaching experience with students with special educational needs. Teachers in Slovenia and Kosovo scored higher in self-efficacy, which is negatively correlated at a significant level with sentiments, attitudes and perceptions regarding inclusive education.

Using media accessibility as a stimulus for teaching audio-visual translation: a Singapore case study

ABSTRACT Despite attempts to integrate media accessibility components into audio-visual translation courses, consensus is lacking on the content, aims and orientation of the paradigmatic implementation of the curriculum, with inadequate attention given to the empirical assessment of pedagogical effectiveness. This article describes an exploratory endeavour in curriculum design that aimed to enhance beginner students’ awareness of accessibility by using technology-enabled multimodal translation as teaching materials (i.e. subtitling, dubbing, audio description, live subtitling and social media and website translation). We adopted a tripartite model to evaluate pedagogical efficacy, conducting a pre-course psychosocial assessment of learner-specific affective variables and personal propensities, evaluating process data based on the trainees’ progressive and summarised assessments and triangulating the results with students’ post-course feedback from questionnaire surveys and semi-structured interviews. This article advocates for teaching audio-visual translation with a strong accessibility-centred and technology-driven learning orientation, which is challenging but viable in general translator training.

Relevance of Islamic Traditional Pedagogical Strategies in 21st Century Education: A Case Study of Al-Qarawiyyin University

The University of Al-Qarawiyyin is renowned as the most ancient and historic academic institution in the world. This university offers a conventional teaching method in the present day, which presents a significant challenge in the 21st century. How is this pedagogy still advantageous for human beings? How does it contribute to mental or intellectual development? This study report intends to investigate the efficacy of conventional teaching for human beings. For this paper, I want to engage in discussions with others, with the aim of exchanging and acquiring information via research articles. Traditional pedagogy promotes the development of close relationships between instructors and students, fosters the acquisition of skills and critical thinking, emphasizes memorization and spoken communication, and enhances attention and group debate. Al-Qarawiyyin University adheres to a traditional pedagogy in order to impart religious teachings and promote the authentic principles of Islam.

Assessing the Efficacy of Artificial Intelligence-Enabled EFL Learning and Teaching in Saudi Arabia: Perceptions, Perspectives, and Prospects

Assessing the Efficacy of Artificial Intelligence-Enabled EFL Learning and Teaching in Saudi Arabia: Perceptions, Perspectives, and Prospects

영유아교사의 자아존중감 전문성 인식이, 놀이교수효능감에 미치는 영향

Objectives The purpose of this study was to analyze the impact on play teaching efficacy of early childhood teach-ers’ self-esteem and expertise awareness. Methods The survey target was one hundred twenty-nine early childhood teachers in Seoul and Gyeonggi-do. Cronbach Coefficient was calculated to test reliability of the survey questionnaires for the collected data, and Pearson’s Ratio Correlation Analysis was applied to perceive the relationship among early childhood teachers’ self-esteem, expertise awareness, and play teaching efficacy. Multiple Regression Analysis implemented to see the impact on play teaching efficacy of early childhood teachers’ self-esteem and expertise awareness. Results First, there was significant static correlation in between early childhood teachers’ self-esteem and ex-pertise awareness. Second, only the teachers’ expertise awareness showed as the meaningful static predictor in the impact on play teaching efficacy of early childhood teachers’ self-esteem and expertise awareness. These re-sults mean that the play teaching efficacy is proportional to the level of expertise awareness. Upon analyzing sub-factors, the self-esteem and expertise awareness, and the only expertise awareness are presented as the significant predictors of the play teaching efficacy and the expectation about play teaching result respectively. Conclusions This study would provide a basic data to develop the program for enhancing early childhood teachers’ play teaching efficacy.

초등 예비교사의 조성감과 박자감에 대한 자기 효능감 향상을 위한 교수학습 지도방안

The purpose of this study is to propose a teaching and learning guidance that can improve the sense of tonality and rhythm of primary pre-service teachers. To this end, we first investigated the degree of efficacy of the elementary preparatory teachers' sense of rhythm and tonality, and after inserting the teaching and learning guidance plan developed to improve the sense of rhythm and tonality, the changes in the efficacy of the senses of rhythm and tonality of the elementary preparatory teachers under study were confirmed. As a result of the introduction of the teaching and learning guidance plan, the proportion of pre-service teachers who responded that their self-efficacy related to rhythm improved from 35.8% to 44.8%, and the efficacy of changes in tonality-related cognition also improved from 25.2% to 37.4% of the study subjects. Therefore, it was confirmed that the teaching and learning guidance plan assigned to the elementary preparatory teachers under the study contributed to the improvement of their sense of rhythm and tonality, and based on this, each singular teaching and learning guidance plan was proposed to improve the sense of rhythm and tonality of the primary preparatory teachers.

PERCEPTIONS OF KARATE COACHES TOWARDS THE INCLUSION OF ATHLETES WITH PHYSICAL DISABILITIES IN TRAINING SESSIONS

Para-karate is an adaptation of karate sport, including regulation changes so as to facilitate the participation of people with disabilities in karate competitions and to promote inclusion in training settings. The purpose of this study was to examine the attitudes of karate coaches toward the inclusion of people with physical disabilities in common training sessions with athletes without disabilities and to record the coaches’ perceived level of self-efficacy. The importance of this study relates to the lack of corresponding researches regarding the attitudes of coaches in this particular sport. The sample consisted of 68 karate Greek coaches, whereas measurement tools used included the Hammond et al. (2014) Questionnaire measuring coaches’ attitudes towards inclusion and the ‘Physical Education Teacher Efficacy’ questionnaire by Biddle and Goudas (1997). Results showed that karate coaches’ perceptions toward inclusion of participants with physical disabilities and self-efficacy were influenced by education level and relative knowledge of adapted physical activity, external influence of significant others and previous coaching experience either with individuals with disabilities or overall experience as coaches, whereas no differences were noted in terms of coaches’ gender, age and local region, in a country that para-karate is still at the stage of early development. Based on the findings, recommendations were made for future researches using a larger sample of karate coaches.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0735/a.php" alt="Hit counter" /></p>

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.