Teacher Self-efficacy Research Articles

유아 예비교사의 셀프리더십과 자기효능감 간의 관계 연구

This study examines the relationship between self-leadership and self-efficacy in prospective early childhood teachers preparing for a teaching career. The research questions examine the relationship between self-leadership and self-efficacy in prospective early childhood teachers, as well as how self-leadership influences self-efficacy. The study involved 234 prospective early childhood teachers, and the self-leadership scale developed by Houghton & Neck(2002) was used. For measuring self-efficacy, a questionnaire translated by Hong Hye-young(1995), based on the instrument by Shere, Maddux, Mercandante, Prentice-Dunn, Jacobs, and Rogers(1982), was utilized. Data collection methods included calculating Cronbach's α for reliability, and using frequency analysis to examine general characteristics. In addition, correlation analysis and multiple regression analysis were performed. The results of this study are as follows: First, there was a correlation between all sub-factors of self-leadership and self-efficacy in prospective early childhood teachers. Second, among the sub-factors of self-leadership, behavior-focused strategy had a significant impact on self-efficacy. The significance of this study lies in its potential to serve as foundational data for developing training and programs related to behavior-focused strategy, a sub-factor of self-leadership, to enhance self-efficacy, thereby helping prospective early childhood teachers work as proactive educators in the field.

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

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

Investigating Pre-Service EFL Teachers’ Self-efficacy in Their Classroom Management Skills using the EPOSTL as a Self-assessment Tool

Self-efficacy in classroom management is one of the important dimensions of the concept of teacher self-efficacy. Higher levels of classroom management self-efficacy (CMSE) have been positively correlated with an increase in teacher resilience and students’ learning outcomes. Therefore, it is crucial for teachers to develop CMSE beliefs to promote the quality of their teaching. Although the issue of classroom management has been comprehensively explored in the field of education, there are not many studies focusing on pre-service EFL teachers’ development of CMSE beliefs. Moreover, the relationship among several variables such as teachers’ affective states and students’ attitudes towards teachers or courses has been explored in the context of foreign language education (FLE). However, whether there is a relationship between self-assessment and development of CMSE beliefs in FLE settings has not been studied extensively. In this vein, the purpose of this study is to investigate pre-service EFL teachers’ CMSE beliefs depending on their use of the European Portfolio for Student Teachers of Languages (EPOSTL) as a self-assessment tool in their undergraduate education. This study follows an interventionist experimental design based on mix-method data collection. The participants of the study are 31 senior pre-service EFL teachers studying at a state university in Türkiye. Quantitative data of this study were collected through Teachers’ Sense of Efficacy Scale (TSES) by Tschannen-Moran and Woolfolk Hoy (2001) in the form of pre-test and post-test to the participants. Between pre and posttest period, the participants assessed themselves through the EPOSTL for three times. Qualitative data were collected through the participants’ reflective reports and semi-structured interviews and subjected to thematic analysis. The findings of the study have shown that the use of EPOSTL leads to an increase in participants’ level of CMSE beliefs. It may be stated that the wide-spread use of the EPOSTL can be fostered by designing language teacher education programs as more reflection-oriented. By this way, pre-service EFL teachers’ autonomy, CMSE beliefs, perseverance, and continuous professional development can be sustained.

Thriving in the Digital Age: How Self-Efficacy Can Buffer the Effects of Social Media Use on Teachers Professional Well-Being

This research examined the association between social media usage and teachers’ professional well-being. The study also foresees that teachers’ self-efficacy mediates the positive relationship between using social media and teachers’ professional well-being. This is a descriptive study and a survey approach was used to collect data through the administration of questionnaires to the conveniently selected sample of 171 University teachers working in Pakistan. The researchers used the Statistical Package for Social Sciences (SPSS-26) to analyze the data. The analysis revealed that social media use is positively associated with teachers’ professional well-being, directly and indirectly, via teacher’s self-efficacy. The findings of the study add to the existing literature by emphasizing the role of social media usage and teachers’ self-efficacy in modeling teachers’ professional well-being.

Motivation and Behavioral Engagement: The Mediating Role of Mathematics Self-Efficacy in Primary Education

The primary objective of this study is to explore the interrelation between motivation, self-efficacy, and behavioral engagement in primary school mathematics learning. This study also examines the mediating role of self-efficacy in the relationship between motivation and behavioral engagement. The research involved 660 fifth and sixth grade students in four schools in Surabaya, Indonesia. The data collected was analyzed using structural equation modeling. The study revealed that motivation is key to enhancing students’ self-efficacy and behavioral engagement during mathematics learning. Additionally, self-efficacy was found to be linked with students’ behavioral engagement. Furthermore, self-efficacy was identified as a mediator in the relationship between motivation toward mathematics and behavioral engagement during mathematics learning. The study provides valuable insights into these variables in the Indonesian context, particularly in elementary schools for mathematics learning. The research also discusses the implications of the study for teaching practices.

The moderating role of emotional self-efficacy and gender in teacher empathy and inclusive education

The role of teacher empathy is recognized as a key factor in improving teacher–student interaction, motivation and academic performance. Despite the importance of teacher empathy, its role in promoting inclusive education is still largely unknown. High levels of empathy are not necessarily associated with greater ability to implement inclusive education, as they can lead to excessive emotional engagement and stress, which negatively affect teachers' abilities. Therefore, the present study explored whether the relationship between high empathy and perceived ability to implement inclusive education could be moderated by other variables, such as emotional self-efficacy and gender. A large sample of Italian support teachers (N = 739; Mage = 37.7; females = 86.9%) was recruited for this study. We found that higher levels of empathy were related to higher levels of self-efficacy in inclusive education, especially when levels of emotional self-efficacy were higher. This relationship was only found for female teachers. The results contribute to knowledge about the role of teachers' empathy for inclusion as well as the moderating role of the ability to regulate negative emotions. The study has implications for pre-service teacher education and in-service teacher training.

Chemistry Teachers’ Self-efficacy for Using Information and Communication Technology: A Survey Cross Sectional

The utilization of ICT in education could be further optimized due to the low self-efficacy of teachers. Teachers' years of teaching experience and the status of their schools have an influence on their ICT self-efficacy. This study aims to describe the differences in ICT self-efficacy among chemistry teachers based on their teaching experience and school status. This study used a quantitative approach with a cross-sectional survey method. The research was conducted in 31 high schools in Pekanbaru City and included a randomly selected sample of 50 chemistry teachers. The research instruments consisted of ICT self-efficacy questionnaires 14 items. ICT self-efficacy instrument declared valid and reliable using the Rasch model test. Additionally, interview data were employed to reinforce the findings from the questionnaire. The research questionnaire data underwent processing using analysis descriptive statistics and a two-way ANOVA test with SPSS. The results of the research show that there is a significant difference in the ICT self-efficacy of chemistry teachers based on the teacher's teaching experience with significance level of 0.005 and there is no difference the ICT self-efficacy of chemistry teachers based on school status with significance level of 0.783. The effect size test shows that the partial eta square value for the effect of teaching experience belongs to the high category while school status belongs to the low category.

The Effect of the CoI on Preservice Teachers’ Self-Efficacy in Physical Education

The Effect of the CoI on Preservice Teachers’ Self-Efficacy in Physical Education

Readiness for inclusive education in Slovakia based on pre-primary teachers’ self-efficacy

ABSTRACT The issue of self-efficacy in pre-primary education has gained significant attention in Slovakia in recent years. This study investigated the perception of professional competence among female preschool teachers in Slovakia, focusing on their self-efficacy towards inclusive education. The study aimed to understand teacher’s self-efficacy as a key factor for successful inclusive education implementation in Slovakia. Using the modified Teacher Efficacy for Inclusive Practices scale, we found that Slovak teachers felt confident and possessed the necessary professional skills for working with children in inclusive classrooms. However, owing to the selective education system in Slovakia, they had limited opportunities to apply these skills in practice. The findings highlighted flaws in the perceived professional self-efficacy of pre-primary teachers, revealing areas of professional competencies where teachers lacked confidence. Notably, their lowest confidence was in designing learning tasks tailored to the individual needs of children, especially those with disabilities.

The impact of school- and teacher-related factors on teachers’ professional learning

ABSTRACT This study aimed to investigate the effects of school- and teacher-related factors on teachers’ professional learning. A quantitative cross-sectional survey design was employed using the data collected from 810 teachers in Türkiye. Path analysis was used to examine the structural relationships among variables, including instructional leadership, learning climate, teacher self-efficacy, teacher enthusiasm, teachers’ attitudes towards professional development and teacher professional learning. Results validated a mediation model in which instructional leadership had direct and indirect effects on teacher professional learning. Results showed that the instructional leadership practices of school principals foster a positive learning climate that enhances teachers’ self-efficacy, enthusiasm, and attitudes, ultimately supporting their professional learning. Drawing on evidence from a non-Western educational context, this study contributes to the international knowledge base by demonstrating the effects of both school- and teacher-related factors on teachers’ engagement in professional learning.

Motivation Unlocks Gen Z’s Path to Workforce Success

This study looks into how learning motivation influences the relationship between self-efficacy, competence, and employment preparedness among Generation Z students. The study focuses on twelfth-grade accounting students at SMK Negeri 2 Buduran Sidoarjo in the academic year 2023/2024. The study intends to investigate how self-efficacy and competence influence job preparedness, as well as how learning motivation acts as a mediator in this relationship. A quantitative approach was used to collect data from a sample of 60 pupils from a population of 108, as calculated by Slovin's formula. A questionnaire was utilized to collect data, and the findings were assessed using Partial Least Squares (PLS) analysis. The findings show that self-efficacy and competence have a favorable and significant impact on students' work preparation, with learning motivation successfully moderating the link. These findings indicate that promoting self-efficacy, competence, and learning motivation in vocational education can improve students' preparedness for the workforce

The mediating role of creative problem solving between design thinking and self-efficacy in STEM teaching for STEM teacher candidates

The mediating role of creative problem solving between design thinking and self-efficacy in STEM teaching for STEM teacher candidates

Professional Development of Teacher Self-Efficacy: A Qualitative Investigation

Professional Development of Teacher Self-Efficacy: A Qualitative Investigation

Preservice Teachers’ Experiences With, Beliefs About, Self-Efficacy In, and Instructional Practices for Mathematical Writing

ABSTRACT Students across grades K-12 may communicate their mathematical understanding via writing. Mathematical writing (MW) can include journaling about prior mathematical experiences, reflecting on a problem-solving strategy, providing feedback on a peer’s strategy, and generating a mathematical proof. Although there are a wide range of MW activities, many teachers report that they do not provide MW instruction or utilize writing activities with their students. Such instructional decisions are tied to teachers’ prior experiences with MW, beliefs about MW, and self-efficacy in teaching MW. Thus, in an effort to increase MW instruction for K-12 students, this study examined pre-service teachers’ (PSTs’) prior MW experiences and the impact of an online learning module on self-efficacy in teaching, beliefs about, and instructional decisions for MW. Participants were 111 elementary, special, or dual-education PSTs at one of the two universities. Findings indicated that PSTs had minimal prior MW experiences in their K-16 schooling but believed that MW was important before the module. After the module, PSTs’ self-efficacy in teaching MW significantly increased. Further, PSTs’ saw greater benefits of MW and demonstrated more sophisticated ways to utilize MW in mathematics teaching and learning.

Emotional factors and self-efficacy in the psychological well-being of trainee teachers.

The relationship among emotional intelligence, stress, and self-efficacy is a crucial factor in shaping psychological well-being. It has a significant impact on important areas such as health, academic and professional performance, and overall quality of life. Using a hierarchical approach, this study aimed to identify, the specific predictors of psychological well-being, including emotional intelligence, stress, resilience, burnout, and self-efficacy, among higher education students pursuing a bachelor's degree in education. We also examined gender differences among these predictors. This study involved 338 higher education students pursuing a primary education teaching degree. The results obtained using the hierarchical regression analysis technique, indicated that the resilience measure, the burnout measure, and the factor of the teacher self-efficacy measure related to self-efficacy in coping with challenges and effectiveness in dealing with change in the educational context, significantly contributed to explaining psychological well-being in the total sample. Furthermore, the predictors of psychological well-being differed between male and female samples. Finally, these findings are discussed in terms of their theoretical and practical implications for improving the training process of future teachers.

Exploring the Interplay between Teacher Leadership and Self-Efficacy: A Systematic Literature Review (2013–2024)

This systematic review rigorously explores the reciprocal relationship between teacher leadership and self-efficacy across a range of educational and cultural settings. Drawing on eleven peer-reviewed studies from 2013 to 2024 and guided by the PRISMA framework, the analysis substantiates a robust, bidirectional link: teacher leadership significantly bolsters self-efficacy, which, in turn, profoundly impacts educational practices and outcomes. The dynamics of this relationship exhibit considerable variation across cultural divides, with collectivist settings predominantly favoring a collaborative approach that enhances collective efficacy and teamwork, whereas individualistic contexts tend to prioritize personal achievement and empowerment. The findings highlight the imperative for culturally tailored professional development programs and affirm the critical influence of teacher self-efficacy in driving educational innovation and reform. Despite the richness of the insights presented, the studies’ limited sample sizes and the specificity of their educational contexts may temper the broader applicability of the conclusions. This review recommends that future research adopt longitudinal and mixed-methods approaches to deepen the understanding of these interactions across diverse cultural landscapes, thereby enriching the theoretical and practical implications for global educational advancement.

Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: a qualitative case study

Despite the widespread advocacy for the integration of arts and humanities (A&H) into science, technology, engineering, and mathematics (STEM) education on an international scale, teachers face numerous obstacles in practically integrating A&H into STEM teaching (IAT). To tackle the challenges, a comprehensive five-stage framework for teacher professional development programs focussed on IAT has been developed. Through the use of a qualitative case study approach, this study outlines the shifts in a participant teacher’s self-efficacy following their exposure to each stage of the framework. The data obtained from interviews and reflective analyses were analyzed using a seven-stage inductive method. The findings have substantiated the significant impact of a teacher professional development program based on the framework on teacher self-efficacy, evident in both individual performance and student outcomes observed over eighteen months. The evolution of teacher self-efficacy in IAT should be regarded as an open and multi-level system, characterized by interactions with teacher knowledge, skills and other entrenched beliefs. Building on our research findings, an enhanced model of teacher professional learning is proposed. The revised model illustrates that professional learning for STEAM teachers should be conceived as a continuous and sustainable process, characterized by the dynamic interaction among teaching performance, teacher knowledge, and teacher beliefs. The updated model further confirms the inseparable link between teacher learning and student learning within STEAM education. This study contributes to the existing body of literature on teacher self-efficacy, teacher professional learning models and the design of IAT teacher professional development programs.

The mediating role of self-efficacy and stress on school climate and teachers’ job satisfaction linkages

This study investigated the relationship between school climate, stress, teacher self-efficacy, and their effects on teachers’ job satisfaction. Data were collected from 403 teachers in seven high schools in Ho Chi Minh City, Vietnam. Results show that the linkage between school climate and teachers’ job satisfaction was mediated by self-efficacy and stress. Teacher satisfaction was affected by pay, three school climate factors, and teachers’ self-efficacy. Teacher stress, affiliation, and innovation affected their self-efficacy. Work pressure causes teacher stress, while positive affiliation could mitigate teacher stress. Implications were grasped for improving teachers’ income, self-efficacy, and the Vietnamese school climate.

Exploring Efficacy Sources of In-Service Teachers in Myanmar: A Qualitative Study

Numerous studies have demonstrated the significance of teacher self-efficacy and highlighted its strong association with benefits not only for teachers (performance, well-being) but also for students (achievement, motivation). The study is an attempt to explore self-efficacy sources of in-service teachers. To achieve this aim, 8 in-service teachers with different positions in a school in Min Bu, Myanmar were recruited to conduct an interview. Interview guide was developed based on the literature related to sources of self-efficacy. The collected interview data was analyzed using thematic analysis. The findings denote that good teaching experience, ideal teachers, life experiences, motivation to become a teacher, positive feelings about being a teacher, principal’s lead, professional development activities, received feedback on their teaching, and work experience act as sources of their self-efficacy.

Unlocking the core revision of writing assessment: EFL learner’ emotional transformation from form focus to content orientation

BackgroundThe process of revising writing has provided valuable insights into both learners’ written output and their cognitive processes during revision. Research has acknowledged the emotional dimension of writing revision, yet no studies have delved into models that connect all of these domains. Given the interplay between these domains, it is crucial to explore potential associations between writing revision and writing quality in terms of emotions.PurposeThis study aims to shed light on the emotional shifts that occur as learners transition from a focus on form to an emphasis on content, refining fundamental aspects of writing revision, and investigating potential challenges and strategies.MethodsA total of 320 Chinese-speaking learners (188 female and 132 male) participated in weekly writing classes. We used subsequent investigation aimed to probe the specific writing revision practices contributing to both form and content revisions and semi-structured interview from collection, representation, marking, and stimulated recall to elicit participants’ perspectives on various aspects, including the number of writing revisions, recurring errors, emotional processes, efficacy of writing revision, cognition of writing revision, attitudes towards writing revision, and emotional changes.ResultsThe findings reveal a positive correlation between writing revision and the quality of writing. EFL learners’ rationale for revising centered on the imperative need to address new structural nuances or incorporate additional elements such as vocabulary, spelling, and punctuation. Additionally, form revision garnered significantly lower scores compared to content revision. Finally, EFL learners deduced the form revision governing target content through repeated revisions of the manuscript throughout the time points.ConclusionsThe results indicate that the outcomes of form-focused revision or content-oriented approaches are linked to the quality of writing and contribute to the development of writing skills. Moreover, psychological processes assist English as a Foreign Language (EFL) learners in enhancing their self-efficacy in language acquisition.ImplicationsThis study contributes to the existing body of knowledge by highlighting the importance of understanding the emotional dimensions of writing revision. The practical implications of these findings extend to both learners and educators, offering insights into how to enhance self-efficacy in language learning and teaching.