Teacher Self-Efficacy Scale Research Articles

İlköğretim Okulu Öğretmenlerinin Değişime Direnme Davranışları ile Öz Yeterlikleri Arasındaki İlişki

Abstract The purpose of this study was to examine the relationships between primary school teachers’ resistance to change behaviors and their self-efficacy levels. The study employed relational search model. The population of the study consisted of 415 teachers employed in 14 primary schools in Ankara city center. Data was collected via “Resistance to Change Scale” and “Teacher Self-Efficacy Scale”. Pearson Product-Moment Correlation Coefficients and standard multiple regression analysis were performed to analyze the data. Results indicated that all sub-scales of teacher self-efficacy were negatively correlated with resistance to change. It was also referred from the results that sub-scales of teacher self-efficacy were positively correlated with each other. Finally, regression analysis results mirrored resistance to change was not predicted significantly by any subscales of teacher self-efficacy.

Teacher Self-efficacy as a Predictor of Job Burnout Among Iranian and Turkish EFL Teachers

The study aimed at measuring the perceived burnout levels of Iranian (N= 230) and Turkish (N=156) EFL teachers, determining the self-efficacy predictors of EE, DP and PA processes of burnout, and determining what role they play cross-culturally. The MBI-ES was used to measure the perceived burnout levels of the participants and a shortened- adapted version of Norwegian Teacher Self-Efficacy Scale was employed to measure their perceived self-efficacy. The results revealed a moderate significant difference between Iranian and Turkish groups only in EE processes, two subscales of NTSES as the dominant predictors of EE, DP and PA processes, and three subscales of NTSES as discriminatory predictors in EE, DP and PA processes across the groups.

보육교사 적성검사 도구 개발

This study was conducted in order to develop an aptitude test for child care teachers (ATCCT) and to analyze it in terms of both validity and reliability. The main participants in this study consisted of 710 pre-service child care teachers. The results of factor analysis identified 7 factors and 56 items which were selected from 121 items in the original scale. The seven factors were as follows; interpersonal relationship management abilities, receptiveness and responsiveness to children, creativity and personal development, the ability to form close relationships with children, the ability to supervise child safety, the sense of duty, and positive emotions. The four factors were related to social relationship. Criterion-related validity was established by using correlations between the ATCCT and the TSES (Teacher Self-efficacy Scale). The internal consistency was found to be relatively high (Cronbach`s

보육교사의 의사소통 능력, 대인관계 유능성, 그리고 가정연계 효능감이 부모-교사 협력에 미치는 영향

This study examined the characteristics of early child care teachers and the ways this influences their abilities to promote the parent-teacher partnerships. 266 early child care teachers participated in this study. Parent-teacher partnerships, communication competence, interpersonal competence, and teacher efficacy in enlisting parental involvement were measured by means of The Caregiver-Parent Partnership Scale, Global Interpersonal Communication Competence Scale, Interpersonal Competence Questionnaire and selected elements of the Teacher Self-efficacy Scale. The results indicated that parent-teacher partnerships were significantly different in terms of the characteristics of teachers. The hierarchical multiple regression analysis revealed that the communication competence, interpersonal competence, and teacher self-efficacy significantly predicted the type and quality of parent-teacher partnerships. In conclusion, improving the effectiveness of parent-teacher partnerships seems heavily dependent upon the quality and personal abilities an beliefs of early child care teachers.

Faculty Members’ Understanding of Teaching Efficacy Criteria

This study examines university teaching and aims to understand more about university faculty members’ sense of teaching efficacy criteria in the hope of providing insights for future strategies in faculty development training programme universities and colleges. This study uses a descriptive and correlational survey. The population of this study was all faculty members at four state universities in Sistan and Baluchestan Province in Iran. The research instrument for the study was a questionnaire called the Faculty Teaching Self-Efficacy Scale (FTSE). The findings showed that the faculty members felt efficacious in their work in the following criteria: communication skills, assessment, subject matter, curriculum and instruction, learning environment, and implementing technology. In other words, the faculty members rated their teaching efficacy in all criteria as good. The study also found a relatively high positive correlation between criteria of teaching efficacy, and some significant differences for faculty members with different backgrounds. For example, faculty members with more than 20 years’ experience had a good assessment of skills in comparison with other groups. Faculty members in the education discipline had greater efficacy than their counterparts in some or even all dimensions of teaching efficacy.

The Study of Teacher Efficacy in Hong Kong Sub-Degree Sector

Introduction. Sub-degree sector is rising in Hong Kong. The number of enrolled students was over 50000 in 2011. Students’ characteristics and teachers’ roles in the sub-degree sector are different from other sectors. It was important to investigate the factors related with teacher efficacy of sub-degree teachers.Method. Sixty sub-degree teachers were surveyed, and 58 of them were valid (33 males and 25 females). The questionnaire contained three teacher efficacy scales: Teacher Efficacy Scale (TES) (short form), Bandura’s Instrument Teacher Self-Efficacy Scale (TSES), and Teachers’ Sense of Efficacy Scale (TSoES) and an instrument of self-rating’s levels of concerns.Results. The teacher efficacy scales were found to be reliable in the sub-degree sector. The levels of education and educational trainings were not found to be related with any teacher efficacy scales. Level of concerns of teacher efficacy was found to be significant related with TSES’ efficacy to influence parental involvement and ToSES’s instruction strategies.Conclusion. This study found that educational trainings and levels of educations were not related with teacher efficacy and could persuade institutes not to view educational backgrounds as the most influencing factor in employment selections and design better staff developments instead of only sponsoring teachers to pursue further studies.

Development and Validation of Teacher Self Efficacy Scale

The present study examined the factorial validity of scores on the Teacher Self-Efficacy Scale across the sample of 82 teachers of Pudukkottai District of Tamil Nadu. Self-efficacy theory posits that self- efficacy beliefs are linked to specific activities. Teaching is associated with specific activities. Hence it was hypothesized that the Teacher Self-Efficacy comprised of six different activities namely Job Commitment, Attainment of Excellence Commitment, Organizational commitment, Value Commitment, Student Commitment and Community Commitment. Factor analysis results from the sample supported the hypothesis by showing an adequate fit of a five-factor model with the subscales of Job Commitment (9), Value Commitment (8), Community Commitment (7), Student Commitment (4), and Organizational Commitment (5). Scores from the five subscales (33 items) yielded coefficient alphas in excess of 0.9273.

Relationship Between Self-Efficacy Perceptions of Science Teacher Candidates and Academic Control Focus

The purpose of this study is to examine relations between self-efficacy of science teacher candidates and control academic control focus. For this purpose, Teacher Self-Efficacy Scale which developed by Tschannen-Moran & Woolfolk Hoy (2001) and adapted by Çapa, Çakıroğlu and Sarıkaya (2005) with Academic Control Focus Scale which developed by Akın (2007) was used. On this study which is relational screening model participated 125 1st, 2nd, 3rd and 4th grade science teacher candidates of an university in the western regions of Turkey. According to research results, science teacher candidates' self-efficacy perceptions and academic control focuses show no significantly difference according to gender, grade level and high school type variables. In addition, there is no statistically significant relationship between science teacher candidates' self-efficacy perceptions and academic control focuses total scores was concluded

Changes in Self-efficacy of Prospective Special and General Education Teachers: Implication for inclusive education

The impact of three variables on the self-efficacy of 992 general and special education preservice teachers was examined. These variables were years of preservice education, experience with children with special educational needs, and training in inclusion or exceptional education. All participants responded to a teacher self-efficacy scale that measured four factors. Findings revealed a main effect for years of preservice education and for major of the academic degree. The main effect for years of preservice education was found only for efficacy for social relations. The main effect for degree major revealed that special education majors had significantly higher scores than regular education majors, on all four factors. A significant main effect for experience and major was also found. Students with much and some experience had significantly higher scores than students with no experience on two factors. Intensity of training was associated with self-efficacy. Students with much and some training had significantly higher scores than students with no training on all four factors. Implications for research and practice are discussed.

Preschool and primary school teachers’ attitudes towards inclusive education in Egypt: The role of experience and self-efficacy

Inclusive Education (IE) in Egypt has recently received a momentum by the reauthorization of the Child Act in 2008 and the issuing of IE Mandates in 2009, and 2011. The purpose of this study was to examine the relationship between teacher self-efficacy and teacher attitudes toward the inclusive classroom. Research studies have demonstrated that teachers’ sense of self-efficacy directly impacts student performance. We investigated the association between teachers’ perception of self-efficacy and their attitudes towards the inclusion of pupils with special educational needs (SEN) at preschool and primary settings. In addition, we explored whether experience had an effect on teachers’ attitudes and sense of self-efficacy. The Opinions Relevant to Integration of Students with Disabilities (ORI) and Teacher Self-Efficacy Scale (TES) were administered to 95 primary school teachers and 71 preschool teachers. Results showed that scores on the ORI could predict scores on the TES for both preschool and primary school teachers. Teachers with more experience had more positive attitudes than teachers with less experience whereas experience had no effect on teachers’ sense of self efficacy in teaching pupils with SEN. No differences were found between preschool and primary school teachers’ attitudes, whereas primary school teachers showed a higher sense of self-efficacy than did preschool teachers regarding the management and teaching of pupils with SEN. The results of the study are discussed in relation to international literature on IE, reflecting on the implications of the study in relation to the policies of IE in Egypt.

Autoeficácia na formação superior: percepções durante o primeiro ano de graduação

Autoeficácia na formação superior é entendida como a crença de um estudante em sua capacidade de organizar e executar cursos de ações requeridas para produzir certas realizações referentes aos aspectos compreendidos pelas tarefas acadêmicas pertinentes ao ensino superior. Com o objetivo de comparar a autoeficácia na formação superior entre o primeiro e o segundo períodos letivos, realizou-se esta pesquisa com 189 ingressantes em Letras, Matemática, Administração e Tecnologia da Informação de uma instituição privada do ensino superior. Por meio da escala Autoeficácia na Formação Superior, encontrou-se diferença negativa significante (z = -3,292, p = 0,001) em relação às médias de cada período. Os resultados foram discutidos à luz da teoria social cognitiva. Foram destacadas possibilidades de intervenção e de pesquisas futuras.

A case study: Analysis of teacher self-efficacy of teacher candidates

The purpose of this study is to analyze the teacher self-efficacy beliefs of the teacher candidates by some variables such as gender and general academic achievement. Twenty nine students participated to this study. Teacher self-efficacy scale and educational software development self-efficacy scale were used as instruments. No significant difference was found between teacher self-efficacy perceptions of teacher candidates according to their gender. There was weak relationship between teacher self-efficacy perception of teacher candidates and their general academic achievement. Also there was a high positive relationship between teacher self-efficacy perception and educational software development self-efficacy.

Examining Teachers’ Self-Efficacy Beliefs of Students With and Without Specıal Needs

Recently, the studies about teachers’ self-efficacy beliefs have been grown in the literature. However, teachers’ sense of efficacy of children with special needs have been searched less. In this study, self-efficacy beliefs teachers’who work with students with and without special needs were investigated in terms of some demographic varables by using an instrument developed for Turkey. Participants of this study were teachers working with disabled and nondisabled children (N= 234). Of the participants, 133 %56.8) were special education teachers while 101 (%43.2) were general education teachers. Means and stardart deviations of the teachers’ age were 37.16 and 9.43 correspondinly. To collect data of the study the Teachers Self-Efficacy Scale developed by Kaner et all. (Kaner, Sekercioglu and Yellice-Yuksel, 2007a, 2007b; Kaner, Sekercioglu and Yellice-Yuksel, 2008) was used. The data were analyzed by independent group t-test. Results showed that teachers’ self-efficacy beliefs do not differ according to the type of student they work with, the teachers’ gender, teaching context and teaching experience as well. The data were discussed in terms of Turkish and international literature

Teacher Efficacy In the Context of Teaching Low Achieving Students

This paper focused on the efficacy of Singapore teachers who teach low achieving adolescent students. Three dimensions of self-reported teacher efficacy—instructional strategies, classroom management, and student engagement—were examined in relation to teacher attributes and the teacher–student relationship. Data were obtained from the Teacher Self-Efficacy Scale Tschannen-Moran and Woolfolk Hoy (Teaching and Teacher Education 17:783–805, 2001) and the Teacher–Student Relationship Scale Ang (The Journal of Experimental Education 74:55–73, 2005). Significant differences between novice teachers and experienced teachers emerged in teacher efficacy beliefs in relation to instructional strategies, classroom management, and student engagement. Conflict in teacher–student relationship was found to predict teacher efficacy for teachers of low achieving students. Implications for teachers’ professional development were discussed.

Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.

In this study, the authors developed and factor analyzed the Norwegian Teacher Self-Efficacy Scale. They also examined relations among teacher self-efficacy, perceived collective teacher efficacy, external control (teachers' general beliefs about limitations to what can be achieved through education), strain factors, and teacher burnout. Participants were 244 elementary and middle school teachers. The analysis supported the conceptualization of teacher self-efficacy as a multidimensional construct. They found strong support for 6 separate but correlated dimensions of teacher self-efficacy, which were included in the following subscales: Instruction, Adapting Education to Individual Students' Needs, Motivating Students, Keeping Discipline, Cooperating With Colleagues and Parents, and Coping With Changes and Challenges. They also found support for a strong 2nd-order self-efficacy factor underlying the 6 dimensions. Teacher self-efficacy was conceptually distinguished from perceived collective teacher efficacy and external control. Teacher self-efficacy was strongly related to collective teacher efficacy and teacher burnout.

Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs

Guided by the theoretical and empirical research on self-efficacy and outcome expectancy beliefs, and the Culturally Responsive Teaching Competencies [Siwatu, K.O. (2006a). The development of the culturally responsive teaching competencies: Implications for teacher education. Manuscript under review], two measures—the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) and the Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale—were developed and administered to a sample of preservice teachers in the Midwest. The findings from this study suggest that preservice teachers are more efficacious in their ability to help students feel like important members of the classroom and develop positive, personal relationships with their students, than they are in their ability to communicate with English Language Learners. Preservice teachers’ culturally responsive teaching outcome expectations was highest for the possibility that a positive teacher–student relationship can be established by building a sense of trust in their students. Item-specific means were lowest among the preservice teachers for the possibility that encouraging students to use their native language will help to maintain students’ cultural identity. The implications for these findings for both research and teacher education are discussed.

Self‐Efficacy Assessment and Generalization in Physical Education Courses1

Physical education courses can have effects that generalize past their immediate task as measured by increases in domain‐specific self‐efficacy. It was predicted that competitive combative courses like boxing would be more likely to have skills generalize to other domains than noncontact courses like swimming. A Physical Education Self‐Efficacy Scale was created that focused on 2 different domains of self‐efficacy: 1 specific to the course (physicality), and 1 in a disparate domain (leadership initiative). Students were given the scale before and after the 2 different courses. Results indicate that there were small but significant increases in both subscales for students enrolled in boxing, but not for students enrolled in swimming. Physicality self‐efficacy also correlated strongly with performance. Implications and mechanisms for generalization of self‐efficacy to neighboring domains are discussed.

The Health Teaching Self-Efficacy Scale

Abstract Bandura's Social Cognitive Theory was tested in a group of 31 school health teachers attending a summer institute in a major medical center. The Health Teaching Self-Efficacy (HTSE) Scale was devised to measure perceived deficits in ability at pretest and changes in self-efficacy in response to intervention. The 35-item measure proved to have hightest-retestreliability (r = .82) and high internal consistency (Chronbach's alpha = .96). The measure was determined to be unidimensional using factor analysis. HTSE scores were significantly higher at pretest for health teachers having five or more years of experience, those who taught health as a separate class, and those who devoted at least 80 percent of their time to teaching health. HTSE scores were highly correlated with concurrent self-reports of Health Teaching Strategies used in the classroom (r = .75). Strategies derived from Social Cognitive Theory were perceived to be more difficult than traditional teaching methods. Health teachers were mor...

Assessing the determinants of children's academic self-efficacy beliefs: A replication

Since previous research suggested that modeling is a more important predictor of children's academic/scholastic self-efficacy (comprising efficacy and response-outcome expectations) than performance accomplishments, the present study reexamines this issue. Subjects, 358 schoolchildren (Mage = 10.58 years), completed the children's scholastic self-efficacy and Intelligence Achievement Responsibility Scales, while their mean grade score was obtained. Their teachers completed the Teacher Self-Efficacy Scale. Multiple regression showed that performance accomplishments with feedback was a more effective determinant of efficacy and responseoutcome expectations than modeling. Also, age and attributional style mediated the influence of performance accomplishments on efficacy and outcome expectations, attributional style interacted with modeling in predicting efficacy expectations, while age interacted with performance accomplishments and modeling in explaining outcome expectations. These results support self-efficacy predictions.