Teacher Self-efficacy Research Articles

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.

Job satisfaction, occupational stress and self-efficacy of Greek mainstream and special school education teachers

Job satisfaction, occupational stress and self-efficacy of Greek mainstream and special school education teachers

Academic procrastination, task values, and self-efficacy of pre-service biology teachers in online learning based on a gender perspective

Online learning can contribute to increased academic procrastination, often linked to low self-efficacy and perceived task value. This study investigates academic procrastination, self-efficacy, and task values from a gender perspective using a cross-sectional approach with students in their 1st, 3rd, 5th, and 7th semesters. An independent t-test assessed differences between male and female students. Findings showed no significant differences in academic procrastination across genders in any semester; however, notable differences in self-efficacy and task value emerged only in the 5th semester. The lack of significant differences in procrastination is attributed to similarities in environmental, psychological, and social factors, alongside common challenges in time management and distractions. Male and female students demonstrated comparable self-efficacy due to shared academic settings, social support, and media influences, while similar task values stemmed from common interests and experiences. The differences in the 5th semester likely arise from increased academic demands and evolving social dynamics, including gender stereotypes. Future research should employ qualitative methods, such as interviews or focus groups, to gain deeper insights into student experiences. Longitudinal studies could also track changes in self-efficacy and task value over time for a more comprehensive understanding. Targeted interventions to enhance self-efficacy and task value could be particularly beneficial in semesters with significant differences, thereby addressing academic procrastination more effectively.

Exploring the Predictors of Successful Learning Action Cell Practices of Special Education Teachers

Learning Action Cells (LACs) have emerged as a powerful tool for fostering professional development among educators. By creating collaborative learning communities, LACs empower teachers to share knowledge, reflect on practice, and implement innovative strategies. This study aimed to explore the factors influencing the effective implementation of LACs among Elementary Special Education (SPED) teachers in Davao City. Specifically, the study investigated the extent of LAC session practices and the level of self-efficacy of SPED teachers. A regression analysis was employed to examine the relationship between these variables. The findings revealed a significant positive correlation between LAC session practices and teachers' self-efficacy. SPED teachers demonstrated strong performance in various aspects of LAC implementation, including contextualization, process adherence, and content delivery. Similarly, they exhibited high levels of self-efficacy in classroom management, student engagement, instructional practices, and commitment. These results underscore the effectiveness of LACs in enhancing the professional capabilities of SPED teachers and ultimately improving student outcomes. The study recommends the continued implementation of LACs, with a focus on integrating 21st-century skills and assigning specific roles to team members to maximize their expertise. Future research could explore the long-term impact of LACs on teacher retention, student achievement, and overall school improvement.

How does principal’s instructional leadership shape teacher performance mediated by teacher self-efficacy in Indonesian education context?

How does principal’s instructional leadership shape teacher performance mediated by teacher self-efficacy in Indonesian education context?

Educational Robotics and Preservice Teachers: STEM Problem-Solving Skills and Self-Efficacy to Teach

Integrating STEM education within the elementary school science curriculum in Ontario, Canada, elevated the expectation for elementary preservice teachers to teach STEM skills such as problem-solving through coding. Research shows that educational robotics can promote STEM knowledge and skills. This mixed methods study investigates the effect of an educational robotics intervention on preservice teachers’ STEM problem-solving skills and their self-efficacy to teach with educational robotics during the COVID-19 pandemic. Data sources included a pre- and post­questionnaire on problem-solving, a pre- and post- self-efficacy teaching questionnaire, a problem-solving worksheet, and transcripts of group interactions. Quantitative findings were statistically significant for preservice teachers’ self-efficacy to teach with educational robotics (large effect size) and for problem-solving competencies (small effect size). Using a STEM problem-solving framework, two preservice teacher group interactions were analysed. Qualitative findings indicated that preservice teachers exhibited similar problem-solving processes as STEM experts, but preservice teachers’ prior STEM knowledge limited the types of decisions considered at the problem-solving stages. The study provides an example of how preservice teachers’ self-efficacy to teach with educational robotics was developed within a science education course and lends unique insights into the problem-solving processes these preservice teacher groups engaged in.

Language teacher self-efficacy beliefs for pronunciation instruction

Abstract Studies on language teachers’ self-efficacy (LTSE) have gained attention in recent years; however, limited research has explored LTSE in specific domains of language instruction, particularly pronunciation. The present study employs a domain-specific survey to measure English as a second language (ESL) teachers’ self-efficacy in pronunciation instruction (PI) in Canadian classrooms. Data from the survey and follow-up interviews were analyzed to explore ESL teachers’ overall self-efficacy beliefs, relationships with language, and pronunciation proficiencies. The findings reveal that ESL teachers in Canada generally report high levels of self-efficacy for teaching pronunciation. While the correlation between general language proficiency and self-efficacy was not significant, the correlation between their pronunciation proficiency and self-efficacy for teaching pronunciation was significant, even though it falls below the benchmark for small effect size.

Micro Teaching as Efficient Technique to Increase Self-Efficacy of Prospective Biology Teacher: Evidence from First Year Teacher

This study focuses on the perspective of prospective teachers on the development of self-efficacy during teaching practice in micro teaching and also during real teaching. The problem in this study is what factors influence the development of self-efficacy during micro teaching and real teaching? The purpose of this study is to describe the factors that contribute to the development of self-efficacy during micro teaching and real teaching. This study uses a descriptive qualitative method. The participants of the study were first-year biology teachers who had taken micro teaching courses at college. The instruments used included questionnaires and interview sheets. The results obtained were that during micro teaching, prospective teachers had high self-efficacy in three factors, namely performance experience, other people's experiences, and social support. Meanwhile, after teaching at school (real teaching), the factors that support the development of self-efficacy are physiological and emotional states. In order for self-efficacy to develop well during real teaching, it can be concluded that micro teaching is an efficient technique in improving the self-efficacy of prospective biology teachers. It is necessary to form a learning community in schools that can be used as a forum for teachers to collaborate with each other in finding efficient strategies in teaching. This can support the development of teacher self-efficacy.

Effects of Age on Teachers’ Self-Efficacy: Evidence from Secondary Schools

The study investigated the effects of age on self-efficacy among teachers in secondary schools in Kenya. The concurrent triangulation design was adopted. A sample size of 327 teacher participants was obtained using both stratified and simple random sampling techniques. The Teacher Self-Efficacy Scale (TSES) was used to collect quantitative data. In addition, semi-structured interview was used to collect qualitative data. The reliability coefficient for the TSES was α = 0.996. The Multivariate Analysis of Variance (MANOVA) was used to test the hypothesis. Qualitative data was analyzed using thematic analysis. The MANOVA results indicate that the effect of age on teachers’ self-efficacy was not significant, Wilk’s λ (6, 320) = 0.947, p = 0.498. Qualitative results reported a significant effect of age on teachers’ self-efficacy in classroom management. The Kenyan Teachers’ Service Commission should carry out periodical assessment of teachers’ self-efficacy to identify teachers that are vulnerable to low self-efficacy. Keywords: effects, age, self-efficacy, teachers, secondary schools, Kenya

Video-feedback intervention to promote positive parenting and sensitive discipline in early elementary education (VIPP-School): a randomized controlled trial

ABSTRACT The VIPP-SD (Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline) program has been shown to promote positive interactions between parents and children with behavior problems. This study evaluated an adapted version for teachers (VIPP-School) through a parallel-group randomized controlled trial involving 58 teacher–child dyads from kindergarten to second grade. Teacher–child dyads were randomly assigned to VIPP-School (n = 28) or an active control group (n = 30). Intention-to-treat analyses showed improvements in teacher sensitivity (d = 0.87) and supportive teacher classroom interactions (d = 0.53) in the VIPP-School condition compared to the control condition. VIPP-School had no significant effect on teachers’ observed sensitive discipline (although changes were in the expected direction), nor on reported child externalizing behavior, overall relationship quality, school happiness or teacher self-efficacy. These findings show that the intervention, originally developed for families, could be effectively applied to early elementary education. The limited number of sessions increases the feasibility of VIPP-School.

Competitive orientations in academically talented youth: Associations with psychosocial and school-related variables

ObjectivesThere are contrasting views of competition in educational settings and recent research has suggested that individuals have different competitive orientations. In this study, we assessed competitive orientations in a sample of high achieving adolescents in the United States. We also examined the association of competitive orientations to self-reported academic and psychosocial outcomes. MethodParticipants consisted of 420 academically talented students attending a summer program. Academic outcomes included academic self-efficacy, academic engagement, school belonging, and positive views of teachers; psychosocial outcomes included work ethic, hope, and curiosity. The 15-item version of the Multidimensional Competitive Orientation Inventory was used to measure competitive orientations. ResultsResults supported the psychometric integrity of five competitive orientations: Self-Developmental, Hypercompetitive, Anxiety-Driven, Fear of Losing, and Lack of Interest. The Self-Developmental competitive orientation was positively associated with most of the outcome variables, but the Hypercompetitive orientation was not, and the other three orientations were negatively related to outcomes. Latent profile analyses yielded four profiles labeled Self-Developmental, Uninterested Anxious, Avoidant, and Conflicted Competitors. The Self-Developmental and the Conflicted Competitors reported higher scores than the Avoidant Competitors on the majority of outcomes, and higher scores than the Uninterested Anxious group on half of the outcomes. ConclusionThe results suggest that competitive orientations can be measured with integrity in high achieving students and play a role in how these students engage in the world. We contend that competitive orientations should be considered in studies of competition and competitive contexts.

INVESTIGATION OF PLAY TEACHING SELF-EFFICACY OF TEACHERS WORKING IN PRESCHOOL SPECIAL EDUCATION INSTITUTIONS

This study aims to understand the level of teacher's play teaching self-efficacy and the relationship between the level of self-efficacy and demographic characteristics. In the descriptive type, research is organised using the relational screening model. 100 teachers in preschool special education facilities connected to Istanbul's Ministry of National Education participated in the study. The "Personal Information Form" and the "Preschool Play Teaching Self-Efficacy Questionnaire" are used to gather research data. The data was analysed using statistical analysis. Based on the survey results, it was determined that play teaching self-efficacy is highly valued among preschool special education instructors working in institutions.

Fostering Self-efficacy for Future Physics Teachers: Recommendation of Future Direction of Teacher Education Institutions

<p>Self-efficacy in teaching is essential for pre-service teachers, and its development needs to be started as soon as possible. This research is descriptive research that aims to recommend policies that can be carried out by universities, faculties, and study programs related to the development of pre-service physics teachers' self-efficacy in teaching. The research participants were 113 pre-service physics teachers in one of the teacher education institutions in Indonesia. The research instrument used was an open-ended question questionnaire totaling eight questions, which explores self-efficacy in three aspects, namely general definitions, influencing factors, and lecture activities that can increase teaching self-efficacy. The answers of pre-service physics teachers are grouped based on the study program's authority, faculty, or university. The results show that self-efficacy in teaching is influenced mainly by 1) the mastery experiences, 2) the mastery of content knowledge, 3) social persuasion, and 4) the mastery of pedagogical knowledge. Based on these results, it is necessary to have a policy by the Universities, Faculties, and Study Programs related to the development of self-efficacy in teaching. Policies needed from universities and faculties are to increase the number and length of teaching practice for pre-service teachers. The policy required from the study program is self-efficacy integration in courses, especially courses related to teaching practice. In addition, the study program also needs to make rules or guidelines for lecturers who teach subjects related to teaching practice courses, to provide feedback and reflection, and strengthen teaching practice activities for pre-service teachers.</p>

Validity and reliability of a physical literacy knowledge, attitudes, self-efficacy and behaviors questionnaire for early childhood educators (PLKASB-ECE): An exploratory factor analysis.

Nurturing physical literacy in young children offers a unique opportunity to address global physical inactivity trend. Early childhood education and care (ECEC) environments, with their extensive reach into this age group, and early childhood educators, through their daily interactions with children, are strategically positioned to influence children's physical literacy development. However, enhancing educators' ability to foster physical literacy requires valid and reliable assessment tools to measure holistic physical literacy constructs (i.e., cognitive, affective, behavioral) to assess the impact of physical literacy educational interventions. The purpose of this study was to develop a holistic digital tool to measure physical literacy knowledge, attitudes, self-efficacy, and behaviors of early childhood educators (PLKASB-ECE) for both their professional teaching context as well as the educator's own personal physical literacy behaviours. This study was conducted in two phases. Phase 1 involved item generation and content validation. Phase 2 employed a cross-sectional validation study design to assess the psychometric properties of the PLKASB-ECE tool. Based on a literature review an initial 19-item instrument was developed that subsequently underwent three rounds of expert content validation. Six additional items were added, resulting in a final 25-item self-report measure with a readability score equivalent to an 8th grade reading level (Flesch-Kincaid Grade Level: 8.7). This included 1 global rating item, 2 qualitative response items, 7 knowledge items, and 15 items addressing physical literacy attitudes, self-efficacy and behaviors using a 7-point Likert response scale. The PLKASB-ECE tool was administered to 470 educators in Alberta, Canada between 2019 to 2022. The 15 items were subjected to exploratory factor analysis and resulted in a five-factor scale with one item not loading. The five-factor scale held with the final 14 items with loadings ranging from 0.481 to 0.886, Cronbach's alpha ranging from 0.70 to 0.82, with ordinal omega ranging from 0.72 to 0.82. Usability, as assessed by completion time, was 8.15 minutes. These findings demonstrate good indices of reliability and validity for the PLKASB-ECE tool. This tool will be valuable as a research outcome measure for assessing educational interventions aimed at enhancing educators' understanding, confidence, and strategies for fostering holistic concepts of physical literacy in young children within ECECs.

Teachers’ perceived perspective and selfefficacy in teaching EFL using Intelligent Computer-Assisted Language Learning (ICALL): A rigorous analysis

This study aims to describe Indonesian EFL teachers’ perceived perspective and self-efficacy in EFL teaching using ICALL, reveal the prominent factor influencing each variable, and examine the effect of the perceived perspective on their self-efficacy. This study used a cross-sectional survey design with a quantitative approach. There were 284 Indonesian EFL teachers taught in secondary schools chosen using a voluntary sampling technique as the respondents. Data were obtained by employing a Perceptify-ICALL questionnaire with forty items using a six-point Likert’s scaling method (α = .839). Data were analyzed using descriptive statistics, hierarchical multiple regression, and MANOVA. Results showed that teachers’ perceived perspective was in a very high category, but not for their self-efficacy. The prominent factor influencing their perspective was the support and facilities provided by the school and government in succeeding EFL teaching using ICALL. Whereas the most influencing factor of their self-efficacy was their skills in operating computers and AI. Another finding was the fact that the teachers’ perceived perspective significantly affected teachers’ mastery experience. 2Pratama, Lestari, Kirkgöz & Imaniar: Intelligent Computer-Assisted Language Learning The JALT CALL Journal vol. 20 no.3 This study suggests that Indonesian EFL teachers’ perceived perspective in EFL teaching using ICALL is well constructed, but their efficacy is on the contrary due to lower skills in operating computers and AI-powered devices or programs. Future professional development programs in improving the teachers’ computer and AI-operation skills are suggested to be undertaken as well as bringing the ICALL-based approach to EFL learning.

Effectiveness of a Bullying Intervention (Be-Prox) in Norwegian Early Childhood and Education Care Centers: Protocol for a Cluster Randomized Controlled Trial.

A new and growing body of research has studied bullying among children in early childhood education and care centers (ECECs). The Bernese Program (Be-Prox) is designed to systematically prevent and handle bullying between children in Swiss ECECs. However, the effectiveness of the Be-Prox intervention has not yet been explored in a Norwegian ECEC setting. This study aims to evaluate the effectiveness of Be-Prox in preventing and handling bullying among peers in Norwegian ECECs. ECECs from 2 Norwegian municipalities were invited to participate in a cluster randomized controlled trial (RCT) to evaluate the effectiveness of the Be-Prox intervention on peer bullying in Norwegian ECECs. After baseline measures were taken, project ECECs were randomized to either an intervention or a control arm. The Be-Prox intervention was introduced to ECECs in the intervention arm through 6 modules over a 9-month period immediately after the randomization. ECECs in the control arm participated in the data collection and were offered the Be-Prox intervention the following year. The primary outcome of the effect evaluation is the mean sum of negative behavior between peers after the Be-Prox training is completed in the intervention arm. Secondary outcomes include child bystander behavior, teacher self-efficacy, and ECEC's authoritative climate. An extensive implementation and process evaluation, as well as cost-effectiveness analyses, will be conducted alongside the RCT. Baseline data collection was conducted in September 2023, and the postintervention data collection started in May 2024. At baseline, we collected data on 708 children and 413 personnel from 38 project ECECs in the 2 Norwegian municipalities. The results from the study will be available in late 2024 at the earliest. The proposed project includes a comprehensive evaluation of the effectiveness of Be-Prox in Norwegian ECECs directly targeting the prevention and handling of bullying, including implementation and cost-effectiveness evaluations. The results from the project have the potential to fill in identified knowledge gaps in the understanding of negative behavior and bullying between peers in ECECs, and how these may be prevented. If proven efficient, our ambition is to offer Be-Prox to Norwegian ECECs as an evidence-based practice to prevent and handle bullying among preschool children. ClinicalTrials.gov NCT06040437; https://clinicaltrials.gov/study/NCT06040437. DERR1-10.2196/60626.

Mediating effect of teacher self-efficacy on the impact of hygiene and motivational factors on job satisfaction

Mediating effect of teacher self-efficacy on the impact of hygiene and motivational factors on job satisfaction

Enhancing self-efficacy and coping mechanisms in special education: the effects of a cognitive behavioural therapy workshop on pre-service teachers in Israel

ABSTRACT This article examined a five-session Cognitive Behavioural Therapy (CBT) workshop’s impact on twelve third-year pre-service special education teachers in Israel. The primary objective was to investigate the efficacy of a five-session workshop tailored to enhance coping mechanisms and self-efficacy within the context of special education training. Results showed significant improvements in participants’ cognitive process understanding and coping abilities specific to special education demands. Challenges in implementing CBT techniques are identified, highlighting the need for practical training. The findings suggest that CBT workshops can effectively prepare pre-service teachers for the complexities of special education, improving their classroom management skills.

Interest and Academic Achievement of Students in Senior Secondary School Mathematics as Determined by Teachers' Self-Efficacy

This study examined the degree to which Teacher’s Self-efficacy determined students’ interest and academic achievement in Mathematics. The study adopted correlational research design. The study was guided by two (2) research question and two (2) hypotheses. The population of the study consist of 8 Mathematics Teachers and 5125 Senior Secondary II (SS2) students. A sample of 29 mathematics teachers and 400 students was used for the study. Four instruments were employed for data collection in this study. They are Teachers’ Self-efficacy scale (TSS), Students Mathematics Interest Scale (SMIS) which was developed by researcher and students’ Mathematics Achievement Pro-forma (SMAP). Face validity as well as construct validity were used to the instruments. The reliability indices of the Students Mathematics Interest Scale (SMIS) and Teachers Self-efficacy scale (TSS) were computed using Cronbach's Alpha (α). Regression analysis was performed to analyse the data, and regression ANOVA was utilised to test the hypotheses at the significance level of 0.05. The study's results, among other things, demonstrated that students’ interest in mathematics is determined by teachers self-efficacy (11.1%), found significant (p> 0. 05) determinant of students Interest in Mathematics, it also showed that students’ achievement in Mathematics is determined by teachers self-efficacy (11.2%), found to be significant determinants of students achievement in mathematics. Conclusion were drawn and implications of the findings of the study was highlighted. It was recommended that Teachers should strive to develop high self-efficacy, positive aversion and low anxiety towards the teaching of Mathematics in schools as to boost students’ interest and achievement in mathematics; Government agencies and school administrators should train in-service and pre- service teachers for self-efficacy to enhance students’ interest and academic achievement.

Correlation between teacher competence and the self-efficacy of secondary school teachers

The purpose of this study was to compare the different levels of teacher competence and self-efficacy among secondary school teachers. A comparative survey method for descriptive research was used. A total of 147 secondary school teachers were selected through a random sampling method. Analysis of variance was used for data analysis. The key finding of this study is that among male and female teachers with high, moderate, and low competency levels, there are no significant differences in self-efficacy. Government teachers show no significant differences in self-efficacy with respect to their competence levels, but private teachers show an apparent pattern. Private teachers differ only in terms of high and low levels of self-efficacy; neither high nor medium self-efficacy levels differ from one another.