Personal Teaching Efficacy Research Articles

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.

Prospective Teachers’ Personal Mathematics Teacher Efficacy Beliefs and Mathematical Knowledge for Teaching

The purposes of this study were as follows: (1) To examine how K-8 prospective teachers’ personal mathematics teacher efficacy beliefs vary when they are measured in the context of four written mathematical teaching scenarios, and (2) To examine the extent to which K-8 prospective teachers’ personal mathematics teacher efficacy beliefs and mathematical knowledge for teaching are aligned. Forty-two prospective teachers participated in the study. Participants were first asked to respond to four written mathematical teaching scenarios that required responding, as a teacher, to student questions about fraction concepts. Prospective teachers then evaluated how effective they believed their responses would be for developing student understanding. Approximately two weeks later, participants were asked to write mathematical explanations for four written mathematical tasks that paralleled the teaching scenarios and were then asked to evaluate their own mathematical understanding of each task. Different patterns emerged based on whether prospective teachers exhibited high or low mathematical knowledge for teaching on a particular task. Additionally, reported self-evaluations of mathematical knowledge for teaching were helpful for understanding the nature of prospective teachers’ personal teacher efficacy beliefs.

Pemodelan Hubungan antara Kesejahteraan Hidup, Keserakanan, dan Kesejahteraan di Tempat Kerja dengan Efikasi Guru secara Kolektif

Tujuan – Berdasarkan model kognitif sosial, kajian ini mengkaji kesan langsung dan tidak langsung terhadap efikasi guru secara kolektif. Secara khusus, kajian ini menilai peranan kesejahteraan hidup, keserakanan, kesejahteraan di tempat kerja dalam menerangkan efikasi guru secara kolektif. Metodologi – Seramai 836 sampel guru dipilih secara rawak dari dua belas buah MRSM Zon Timur di Malaysia. Data kajian ini diperolehi melalui soal selidik yang mengandungi 85 item. Data ini telah dianalisis dengan menggunakan statistik deskriptif dan Analisis Persamaan Berstruktur. Dapatan – Dapatan kajian ini menunjukkan kesejahteraan hidup, keserakanan dan kesejahteraan di tempat kerja adalah secara signifikan mempengaruhi efikasi guru secara kolektif. Berdasarkan kepada penilaian keseluruhan model, didapati bahawa kesepadanan model adalah munasabah. Dapatan analisis persamaan berstruktur menunjukkan bahawa kesejahteraan di tempat kerja adalah pengantara separa hubungan kesejahteraan hidup guru, keserakanan guru dan efikasi guru secara kolektif. Berbanding kesejahteraan hidup, keserakanan guru memperlihatkan kesan yang lebih kuat terhadap efikasi guru secara kolektif. Signifikan – Kajian ini memperkenalkan model yang menunjukkan kepentingan kesejahteraan hidup, keserakanan dan kesejahteraan di tempat kerja sebagai penyumbang yang signifi kan kepada efikasi guru secara kolektif. Ia juga mengenal pasti kepentingan keserakanan guru dalam membangunkan efikasi guru secara kolektif.

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.

A Study of Pre-service Teachers’ Science Teaching Efficacy Beliefs During the Elementary Science Laboratory Course

The purpose of this study was to investigate effects of the teaching science laboratory course on pre-service teachers’ self- efficacy beliefs about science teaching. Seventy-two pre-service teachers enrolled in two sections of the course from two different departments, elementary and gifted education at a large urban university in Turkey participated in the study. The Turkish version of Science Teaching Efficacy Beliefs Instrument (Hazir-Bikmaz, 2004) was administered twice to the participants at the beginning of the course and at the end of the course. Results indicated that overall pre-service teachers’ self- efficacy beliefs significantly increased during the course. Although pre-service teachers’ personal teaching efficacy beliefs significantly increased, their outcome expectancy beliefs did not change.

The structural relationship among Collective Teacher Efficacy, Personal Teacher Efficacy and Teacher-Collaboration

The structural relationship among Collective Teacher Efficacy, Personal Teacher Efficacy and Teacher-Collaboration

유아교사의 사고양식과 인성개발 효능감이 교직헌신도에 미치는 영향

This study is to examine the effect of the thinking styles and character development efficacy of childhood educational teachers on their commitment to teaching with the intention of clarifying that these two factors of childhood educational teachers are important internal variables in enhancing their dedication to teaching, and to seek ways of finding thinking styles and character development efficacy appropriate for childhood educational teachers. Childhood educational teachers at nursing schools and kindergartens located in Daejeon, Chungnam, and Chungbuk were chosen as the study objects. The results are as follows: First, it turned out that childhood educational teachers`s commitment to teaching was in close relation to their judicial, monarchy, totalitarian, internal, and liberal thinking styles. As for childhood educational teachers` character development efficacy, personal efficacy and dedication to teaching showed a high level of correlation. This indicates that as childhood educational teachers preferred certain thinking styles, their commitment to teaching also could be enhanced, and that as childhood educational teachers` personal efficacy was high, their commitment to teaching was enhanced as well. Second, as for the positive effect of childhood educational teachers` thinking styles and character development efficacy on their commitment to teaching, it turned out that such factors as judicial and internal thinking styles, common teacher efficacy, and personal teacher efficacy affected professional recognition, such factors as judicial, internal, conservative, liberal thinking styles and personal teacher efficacy influenced their affection for teaching, and such factors as legislative, monarchy, anarchic, and liberal thinking styles and personal teacher efficacy affected zeal.

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.

Exploring Relationships between Presage Variables of Florida Preservice Agricultural Education Teachers Related to Teaching Contextualized Mathematics

The purpose of this exploratory study was to investigate the relationships between mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, personal teaching efficacy, and back- ground characteristics of preservice agricultural education teachers. Data were collected for two years at the University of Florida. Fourteen moderate associations were found between the variables in this study. In addition, categorical differences in mathematics ability, personal mathematics efficacy, mathe- matics teaching efficacy, and personal teaching efficacy were found related to presage variables of the preservice teachers. Based on the results of this study, further research is warranted to determine the most appropriate means for preparing Florida preservice agricultural education teachers for teaching contextualized mathematics.

Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs

We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.

정서조절양식과 교사효능감이 유아교사의 소진에 미치는 영향

본 연구는 정서조절양식과 교사효능감이 유아교사의 소진에 미치는 영향을 실증적으로 규명하여, 유아교사의 소진을 감소시키거나 예방할 수 있는 보호요인을 확인하는데 목적이 있다. 이를 위해 경상북도와 울산광역시 소재 유치원과 어린이집에 근무하는 유아교사 157명을 대상으로 설문조사를 실시하였다. 연구결과 유아교사의 정서조절양식과 교사효능감은 각각 소진에 영향력이 있었는데, 회피-분산적 양식을 많이 사용할수록 소진이 많았고, 개인적 교사효능감이 높을수록 소진이 적었다. 이 결과는 정서조절양식과 교사효능감이 유아교사의 소진을 의미 있게 설명하는 변인임을 시사하는 것으로, 유아교사가 효과적인 정서조절양식을 사용하도록 돕고 교사효능감을 증진시키는 방안을 모색하는 것이 필요하다고 본다. The purpose of this study was to investigate the influence of early childhood teachers' emotional regulation style and teacher efficacy to their burnout. The data was collected by questionnaires method from 157 early childhood teachers in Gyeongsangbuk-do and Ulsan city. The instruments were Scale for Emotional Regulation Styles, Teachers' Sense of Efficacy, and Early Childhood Teachers Burnout Scale. The results of the study were as follows: Early childhood teachers' emotional regulation style and teacher efficacy meaningfully influenced to their burn out. This means early childhood teachers who had higher avoidant/distract regulation style showed higher their burnout and who had higher personal teacher efficacy showed lower their burnout. This research offers further study the influence variables to burnout and find out the effective method of emotional regulation and to enhance teacher efficacy.

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.

Effects of Mathematics Integration in a Teaching Methods Course on Self Efficacy of Preservice Agricultural Education Teachers

Teachers who are efficacious persevere through challenges in the learning environment and put forth more effort in designing learning activities. The purpose of this study was to determine the effects of mathematics teaching and integration strategies (MTIS) on preservice agricultural teachers’ personal mathematics efficacy, mathematics teaching efficacy, and personal teaching efficacy in a teaching methods course. The research design was quasi-experimental and utilized a nonequivalent control group.Data were collected at the following three collection points; (a) week 1 of the semester; (b) week 12 of the semester/after the preservice teachers in the treatment group delivered their first mathematics enhanced lesson; and (c) week 15 of the semester. Participants were moderately efficacious in mathematics teaching efficacy and efficacious in personal mathematics efficacy and personal teaching efficacy at all three data collection points. Furthermore, significant differences were not found in the mathematics teaching efficacy, personal mathematics efficacy, and personal teaching efficacy of the preservice agricultural teachers based upon the MTIS treatment.

Investigating the Effects of a Math-Enhanced Agricultural Teaching Methods Course

Numerous calls have been made for agricultural education to support core academic subject matter including mathematics. Previous research has shown that the incorporation of mathematics content into a teaching methods course had a positive effect on preservice teachers’ mathematics content knowledge. The purpose of this study was to investigate the effects of a math-enhanced agricultural education teaching methods course on preservice agricultural education teachers’ mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, and personal teaching efficacy. Results indicated that preservice teachers’ mathematics ability increased after the math-enhanced teaching methods course. Interestingly, personal mathematics efficacy decreased while mathematics teaching efficacy and personal teaching efficacy increased slightly after the math-enhanced teaching methods course. Based on the results of this study, peer-teaching that utilizes the seven components of a math-enhanced lesson may be an appropriate means to improve the mathematics ability of preservice agricultural education teachers.

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.

Relationships among Teachers Sense of Efficacy, Self- Perceptions of the Teaching Roles and Selected Background Characteristics

The central concerns of this study were two-fold: to investigate what relationships exist among patterns of teachers’ sense of efficacy, self-perception of the teaching roles and selected background characteristics; and examine mean score differences between male and female teachers in terms of the variable compared. Eighty-six teachers were selected using stratified random sampling. Scale questionnaire was used as data collection instrument. Pearson Correlation Coefficient, multiple regression and two samples t-test were employed for data analysis. Stepwise regression analysis demonstrated that teachers’ integration role predicted teachers’ sense of efficacy. T-test revealed that female teachers scored higher mean score in personal teaching efficacy and time investment of the teaching role. Bu,t no mean score differences were observed on the other pattern of sense of efficacy and self-perception of teaching roles observed. Co relational analysis indicated that there was significant relationship between sex and time investment in teaching, teachers’ competence and time investment in teaching, and teachers’ sense of efficacy and time investment in teaching. Moreover, the two patterns of teachers’ sense of efficacy, personal and general efficacy were inversely related and were found to be quite distinct measures. The two patterns of teachers’ sense of efficacy also related differently to perceptions of the teaching roles and background characteristics. In conclusion, since teachers' sense of efficacy is related to students achievement gains, it is important to determine how teachers who posses different levels of efficacy behave in the classroom. Such data may help explain why some teachers are able to produce better student learning than other teachers. It was recommended that male teachers need to develop their efficacy by internalizing their judgments about their capability as demanded by the profession. Moreover, male teachers should spend more time in reading to widen their knowledge stipulated by the teaching business and get prepared to gain pleasure out of the lessons they impart.

The Relationship among School Organizational Health, Personal Teacher Efficacy, Collective Teacher Efficacy and Teaching Professionalism

The Relationship among School Organizational Health, Personal Teacher Efficacy, Collective Teacher Efficacy and Teaching Professionalism

Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools

The present study aims to challenge primary school science teachers' beliefs about education and teaching efficacy, as well as their teaching practices, through a video-case-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants' beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use.

Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy

The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found between content knowledge and outcome expectancy. Written artifacts were used to understand and elaborate on these findings. Those data suggest that prior learning experiences may help explain this relationship. Additionally, they suggest that preservice teachers with different levels of content knowledge may attend to different sources of information when making efficacy judgments about teaching.

GENDER DIFFERENCES IN TEACHERS' BELIEFS AND PRIMARY SCHOOL CHILDREN'S ACHIEVEMENT IN MATHEMATICS

The main purpose of this study was to examine differences in male and female teachers’ beliefs about their math instruction, and the relationship between boys and girls math achievement and teachers’ beliefs. The samples were primary mathematics teachers (N=521) and Year 2 and Year 3 students (N=9980) from 127 schools. A questionnaire was used to examine primary math teachers' goal structure for students, approaches to instruction, and personal teaching efficacy. Students’ math achievement was assessed by national diagnostic math tests. The teachers were generally oriented towards mastery goals and mastery approaches to instruction, and reported high personal teaching efficacy. However, female teachers report somewhat higher levels of mastery goal structure for students and mastery approaches to instruction, while male teachers report a somewhat higher level of performance approaches to instruction. Positive relations between students' math performance and teachers’ mastery orientation, mastery approaches to instruction, and teaching efficacy were also found. These relationships were somewhat stronger for girls than for boys. In conclusion, the relationship between teachers’ beliefs and students’ performance were different for male and female teachers, respectively. In future studies qualitative research methods should be included. Key words: mathematics achievement; primary school; teachers’ beliefs.