Teacher Sense Of Efficacy Scale Research Articles

The Impact of Leadership Styles on Teacher Self-Efficacy and Professional Development

This study investigates the impact of different leadership styles—transformational, transactional, and laissez-faire—on teacher self-efficacy and professional development. Employing a quantitative cross-sectional survey design, the research analyzes data from 300 primary and secondary school teachers, gathered through structured questionnaires including the Multifactor Leadership Questionnaire (MLQ), Teacher Sense of Efficacy Scale (TSES), and Professional Development Engagement Scale (PDES). The results indicate that transformational leadership significantly enhances teacher self-efficacy (β = 0.40, p < 0.01) and supports professional development (β = 0.35, p < 0.05), while transactional leadership shows minimal impact on these outcomes. Furthermore, teacher self-efficacy mediates the relationship between transformational leadership and professional development (indirect effect = 0.30, p < 0.01). Moderation analysis reveals that years of teaching experience moderates the effect of transformational leadership on self-efficacy, with a more pronounced impact observed for teachers with 1-5 years of experience (β = 0.35, p < 0.05). The study underscores the importance of transformational leadership in fostering teacher growth and suggests that leadership training programs should emphasize this style to maximize teacher development and efficacy.

The Relationship Between Teacher Efficacy and Hardiness in Inclusive School Teachers at the Foundation of Inspiring Learners in Bukittinggi City

Teachers in inclusive schools have diverse and complex responsibilities, necessitating a high level of hardiness to cope with pressure and stress. Teacher efficacy is a crucial factor that helps them face these challenges. This study aims to determine the relationship between teacher efficacy and hardiness among teachers in inclusive schools at the Yayasan Inspirasi Pembelajar in Bukittinggi. This research employs a quantitative method with a correlational approach. The analysis technique used is Pearson Product Moment. The sample consists of all teachers in inclusive schools at the Yayasan Inspirasi Pembelajar in Bukittinggi, totaling 54 individuals, obtained through total population sampling. Data collection was conducted using the Teacher Sense of Efficacy Scale and the Dispositional Resilience Scale: A Short Hardiness Scale. The results indicate a significant relationship between teacher efficacy and hardiness among inclusive school teachers. The correlation analysis shows a correlation coefficient (r) of 0.322 with a significance value (p) of 0.018 (p < 0.05). This means that the higher the level of teacher efficacy, the higher the level of hardiness they possess. These findings suggest that enhancing teacher efficacy can contribute to increasing teacher hardiness, helping them manage stress in inclusive school teaching. Therefore, it is crucial for educational institutions to provide training and support to improve teacher efficacy and thus strengthen teacher resilience.

Rural and Urban Kindergarten Teachers’ Self-Efficacy: Implications for the Implementation of the Standard-Based Curriculum in Ghana

The study examined rural and urban kindergarten teachers’ teaching efficacy and its implications for the implementation of the standard-based curriculum in Ghana. It also examined whether kindergarten teachers’ teaching efficacy differs in terms of teaching experience. It also sought to determine the influence of gender, academic and professional qualification, job satisfaction, and teaching and learning resources on teaching efficacy. The Teacher Sense of Efficacy Scale (TSES) was used to collect online data from 375 kindergarten teachers drawn from rural and urban school settings. Findings from the study showed that kindergarten teachers in rural school settings reported higher levels of teaching efficacy in the area of instruction and pupil engagement than their urban counterparts. Again, rural and urban kindergarten teachers’ teaching efficacy differs across the different categories of teaching experience in areas of instruction and engagement but not for classroom management. The findings further showed that job satisfaction did not influence kindergarten teachers’ teaching efficacy. It is concluded that the Ghana Education Service should organize continuing professional development programmes to boost and sustain kindergarten teachers’ self-efficacy in areas of instruction, classroom management, and engagement. Implications of the study’s findings to research and practice are also discussed.

Exploring Distributed Leadership and Teacher Efficacy in TS25 Primary Schools, Sarawak

The Malaysian Education Development Plan (PPPM) 2013-2025 Wave 3, spearheaded by the Ministry of Education Malaysia, is geared towards enhancing the nation's education system. This initiative prioritizes elevating educational standards and delivering a comprehensive education to equip students for their future careers. A key focus of this plan is fostering a culture of peer leadership among educators to drive professional excellence. Consequently, this study aims to examine the correlation between distributed leadership and teachers’ efficacy in TS25 primary schools in Sarawak. Data collection involved the use of two instruments: Distributed Leadership Inventory (DLI) and the Teachers’ Sense of Efficacy Scale (TSES). Through stratified random sampling, 254 teachers from TS25 primary schools in the Sarikei district of Sarawak, Malaysia, participated in the study. Analysis reveals a generally positive perception of distributed leadership practices among teachers in these schools. Additionally, while most teachers perceive a moderate level of efficacy, smaller proportions demonstrate either low or high levels of efficacy. The findings from linear regression analysis indicate that distributed leadership significantly predicts teachers' efficacy in TS25 Primary Schools in Sarawak. In summary, this study underscores the significance of distributed leadership in shaping teacher efficacy and school outcomes, emphasizing the importance of collaboration, trust, and positive organizational climates. It underscores the necessity for policymakers, educators, and professional development providers to collaborate in promoting distributed leadership principles and empowering teachers to excel in their roles. This collaboration is crucial for ensuring the delivery of the highest quality education to all students.

Promoting well-being: Investigating self-efficacy and academic burnout among trainee teachers

IntroductionBurnout is a widespread problem with far-reaching implications for mental health. Recent studies on working conditions in Morocco have drawn attention to the increasing prevalence of psychosocial hazards, notably stress and burnout, in various professions. The emergence of burnout is mainly determined by the intricate interplay of organizational, environmental, and individual factors. In education, the teaching profession is susceptible to various burnout symptoms. Educators can mitigate this syndrome by maintaining a positive outlook driven by a strong sense of self-efficacy.ObjectivesThis study investigated the correlation between academic burnout syndrome and personal resources, specifically a sense of efficacy.MethodsA cross-sectional survey of 160 Moroccan trainee teachers, with an average age of 27.94±5.44 years, was conducted. Data were collected through a self-administered questionnaire that included the Maslach Burnout Inventory-Student Survey (MBI-SS) and Teachers’ Sense of Efficacy Scale (TSES). The MBI-SS evaluated academic burnout across three dimensions: emotional exhaustion, cynicism, and academic efficacy, whereas the TSES examined efficacy for classroom management, student engagement, and instructional strategies. The questionnaires were translated into Arabic and validated for use in the Moroccan context.ResultsThe findings revealed a moderate and statistically significant correlation between efficacy for classroom management and the two components of efficacy related to instructional strategies (r=0.32; p<0.001) and student engagement (r=0.49; p<0.001). Additionally, a significant and positive correlation was observed between instructional strategies’ efficacy and the efficacy for student engagement (r=0.23; p<0.01). A moderate and significant correlation was found between emotional exhaustion and cynicism (r=0.45; p<0.001), whereas academic efficacy and cynicism were negatively and significantly correlated (r=-0.13; p<0.05). It is worth noting that the key component of academic burnout, “emotional exhaustion,” was significantly related to academic efficacy (r=-0.58; p<0.001). Additionally, Pearson’s correlation test demonstrated a positive and statistically significant correlation between emotional exhaustion and efficacy for student engagement (r=0.14; p<0.05). Furthermore, the correlation between academic burnout and self-efficacy showed a negative and statistically significant association (r=-0.13; p<0.05).ConclusionsTrainee teachers face a range of stressors that affect their well-being. By focusing on personal traits, well-being can be improved and burnout mitigated. This study highlights the key role of self-efficacy as a critical resource in preventing academic burnout, particularly among teachers at the start of their careers.Disclosure of InterestNone Declared

Pedagogical Content Knowledge and Job Motivation in School Teachers: The Mediating Role of Teaching Efficacy

The present study explored the relational dynamics of pedagogical content knowledge, teaching efficacy, and job motivation in school teachers. Directed by the published literature, it was postulated that a) there would be a positive relationship among teaching efficacy, pedagogical content knowledge and job motivation, b) teaching efficacy and pedagogical content knowledge would predict job motivation and, c) teaching efficacy would mediate between pedagogical content knowledge and job motivation. After observing all stipulated ethical considerations, a purposive sample of 220 school teachers (n = 117 men, n = 103 women) with an age range of 20-50 years (M=33.54, SD=4.54) was recruited for this cross-sectional correlational research. Tools used were demographic information sheet, teacher sense of efficacy scale (short form), STEM pedagogical content knowledge scale and motivation at work scale. Findings showed that there was a significant negative relationship between teaching efficacy and pedagogical content knowledge, and between job motivation and pedagogical content knowledge in teachers. Moreover, pedagogical content knowledge was a significant predictor of job motivation and teaching efficacy mediated the relationship between pedagogical content knowledge and job motivation. Other than facilitating occupational and educational psychologists in their work with teachers, current findings can also be incorporated into policymaking of the education sector.

A Probe into the Sense of Efficacy of the Teachers

The concept of teachers’ Sense of Efficacy refers to person’s own belief in his or her capacity to perform their behaviors necessary to produce specific performance attainments in the institution. To ascertain the present status of teachers’ Sense of Efficacy of the school teachers of West Bengal, the present study was carried out through the Descriptive Survey Method by administering Teachers’ Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) on a random sample of 616 school teachers of West Bengal. The results of the study reflected that on an average the teachers of West Bengal were highly scored in all the subscales of Sense of Efficacy and also in Sense of Efficacy (in Totality). It might be concluded that, the teachers may be perform well in their academic activities and teach efficiently to the students that emphasis the good productivity of quality education.

Evaluating the effectiveness of key components of Zones of Regulation™ curriculum training on teachers' self‐efficacy at managing self‐regulation needs in autistic pupils

AbstractThere has been a rise in autistic pupils in the mainstream classroom. Teachers have often reported frustration caused by a lack of training on managing autistic pupils' presentations. The aim of this study was to investigate the effect of an online training programme comprising the main paradigms and resources of the Zones of Regulation™ curriculum on teachers' sense of self‐efficacy when managing autistic pupils' self‐regulation needs in the mainstream primary school classroom. Purposive sampling was used to identify primary 5, 6 and 7 teachers with at least one autistic pupil with self‐regulation needs in their current class. An occupational therapist with post‐graduate qualifications in autism and sensory processing provided a 2.5‐hour online training session on the Zones of Regulation™ curriculum for participants. The Teachers' Sense of Efficacy Scale (TSES) was completed pre‐ and post‐training and at two‐month follow‐up. The Usage Rating Profile‐Intervention Revised was completed post‐training and a survey exploring participants' experience of implementing the Zones of Regulation™ curriculum with their autistic pupils was completed at two‐month follow‐up. Findings showed that online training in the use of the Zones of Regulation™ curriculum significantly improved TSES scores for teachers (p < 0.001). The curriculum was also shown to be an acceptable, understandable and feasible intervention for primary school teachers in the mainstream classroom. This study suggests that education authorities should consider providing training opportunities on the Zones of Regulation™ curriculum to support teachers in the mainstream classroom. It also demonstrates the important role occupational therapists, with post‐graduate qualifications in autism and sensory processing, have in capacity building within education.

Psychometric properties of the Teachers' Sense of Efficacy Scale in a sample of Chilean public school teachers.

The Teachers' Sense of Efficacy Scale (TSES) has demonstrated suitable levels of reliability and validity for its use on the teacher population in several countries, and it is the most used scale to assess teachers' beliefs in their efficacy. However, few psychometric studies exist on its applicability to elementary teachers in public schools. This study analyzed the psychometric properties of the TSES in teachers who work in elementary education. The sample comprised 1,406 Chilean teachers, mainly women (77.2%), from various Chilean public and subsidized schools. The results obtained from three confirmatory factor analyses demonstrated that the model that best fit the data was bifactor exploratory structural equation modeling (B-ESEM) for 24 items, one general factor, and three residual factors. The results of the factorial invariance analysis indicate that the TSES remains stable up to the strict level of invariance for the variable sex. These results imply that the TSES can be used on Chilean teachers. The results are discussed based on the theoretical and empirical evidence available.

Teachers' Perspectives on Teacher Self-Efficacy and Principal Leadership Characteristics

The purpose of this study was to investigate how elementary teachers rate their level of self-efficacy and to examine the characteristics of school leaders influencing teacher self-efficacy, including when teachers worked from home during the COVID-19 school shutdown. On the Teachers’ Sense of Efficacy Scale (TSES), all 287 participating teachers rated their self-efficacy in the high or moderate range. On the Principal Rating and Ranking Scale (PRRS), teachers reported that Communication, Inspiring Group Purpose, Consideration, and Empowering Staff were the most important characteristics of leaders related to teacher self-efficacy. The teachers interviewed reported that Communication and Flexibility were their principals’ most supportive leadership characteristics during the COVID-19 school shutdown, and that areas for improvement were more Communication, Situational Awareness, and Modelling Instructional Expectations. This work gives district leaders a clearer understanding of practices, strategies, and behaviours they can implement to improve teacher self-efficacy, teacher practice, and student achievement.

The Relationship between Teaching-Learning Conceptions and Sense of Self-Efficacy of Pre-Service EFL Teachers

Teachers’ teaching-learning conceptions and sense of selfefficacy are important constructs that can affect each other and directly influence the effectiveness of teaching. This study investigates the relationship between teachinglearning conceptions and sense of self-efficacy of preservice EFL teachers using a mixed-method research design. The quantitative data were collected from 374 4th grader pre-service teachers who were studying ELT in state universities. This study used the Turkish versions of the Teaching and Learning Conceptions Questionnaire and Teacher Sense of Efficacy Scale. Open-ended questions were used to gather qualitative data from 42 pre-service teachers who consented to respond. Descriptive statistical techniques and content analysis were used for the data analysis. The study found that teachers adopted a constructivist conception more than a traditional one. The results also suggest that the pre-service teachers have high level of self-efficacy beliefs. The results showed that preservice teachers' teaching-learning conceptions and sense of self-efficacy were related. High and positive correlations were found between their constructivist conception and efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management. The preservice teachers felt efficacious in instructional strategies, student involvement, and classroom management. Their traditional conception is negatively correlated to their efficacy for student engagement.Taking the results into consideration, implications and suggestions were formulated for the main stakeholders of language teacher education.

Tale of the tape: psychometric investigation of two popular teacher self-efficacy scales

ABSTRACT This study compares the psychometric properties of two popular teacher self-efficacy scales, namely, Teachers’ Sense of Efficacy Scale (TSES) and Teacher Efficacy Scale (TES). This study was quantitative in nature and distributed the two scales to 287 preservice teachers in the USA and in Australia. Findings indicate that the two scales function well and show linear measurement properties after Rasch optimization. However, the TES’s factor of general teacher efficacy was found to have very low reliability. Regression analyses indicated a significant positive relationship between the Student Engagement subscale of TSES and TES. There is a limited relationship between the two popular scales that have been used for decades. Therefore, we argue for the need for a new scale that will reflect all components of Bandura’s Triadic Reciprocal Determinism.

Early Childhood Educators’ Physical Literacy Predict Their Self-Efficacy and Perceived Competence to Promote Physical Activity

ABSTRACT Research Findings: Early childhood educators’ own disposition has been suggested to contribute to their ability to promote physical literacy (PL) in young children. There is currently limited evidence of educators’ own PL, and studies have not explored how PL relates to teaching knowledge and behaviors in the early childhood education (ECE) context. This current study examined the relationships of teachers’ perceived PL with their self-efficacy and perceived professional competence in relation to promoting physical activities in ECE settings. A total of 338 early childhood educators from Hong Kong responded to an online survey that consisted of the Perceived Physical Literacy Inventory (PPLI), Chinese version of the Teacher Sense of Efficacy Scale (C-TSE(R)), and Teachers’ Professional Competence (TPC) questionnaire. The findings revealed that educators’ perceived PL is moderately associated with self-efficacy and professional competence when conducting physical activities in ECE contexts. The PL attributes of self-expression and communication, and knowledge and understanding were significant predictors of educators’ self-efficacy in classroom management and teaching strategies, as well as their professional knowledge and attitudes. Practice or Policy: The findings suggest that ECE teachers’ training should consider aspects of their own PL to enable their self-efficacy and perceived competence for conducting physical activities in ECE settings and thereby promote the PL of young children.

Pre-service Teachers' Self-Efficacy Beliefs in Teaching Refugee Background Students at Turkish Public Schools

<p style="text-align: justify;">The number of school-aged refugee background children on Turkish soil was estimated to be over 2 million in 2022. Acknowledging the importance of quality education for these children to achieve equity in Turkish-only public schools, this study examined pre-service teachers' self-efficacies in teaching refugee-background students (RBS). Data were collected from 437 pre-service teachers studying at eight different teacher education programs via the adopted Teachers' Sense of Efficacy Scale (TSES) and analyzed with the Tukey multiple comparison test. The findings revealed that pre-service teachers rated low self-efficacies in teaching the RBSs. A comparison of mean scores based on the programs indicated that pre-service teachers in the early education programs scored the lowest self-efficacy while the pre-service teachers in Physical Education programs scored the highest. Moreover, the self-efficacies of bilingual pre-service teachers differed significantly from monolingual Turkish proficient pre-service teachers implying a positive correlation between pre-service teachers’ self-efficacies and bi/multilingualism. Lastly, senior pre-service teachers rated higher self-efficacies than freshmen, junior, or sophomore pre-service teachers. The study implied a need for culturally and linguistically responsive pedagogies and differentiated instruction in the teacher education curriculum to prepare pre-service teachers better for the RBSs in Turkish public schools.</p>

Testing the factor structure of the teacher efficacy scale for in-service teachers

In recent years, the factor structure of the teacher efficacy scale for in-service teachers has been validated and the significant impacts of the teacher efficacy on both teachers' outcomes (organizational commitment and job satisfaction) and students' outcomes (academic achievement and motivation) have been documented in different contexts of education. However, the present literature shows that there has been relatively little research on this field in the system of Vietnamese education. Therefore, the current study investigates the factor structure of the 24-item Vietnamese translation of the teachers’ sense of efficacy scale (TSES) for 397 in-service high school teachers. Factorial analysis revealed an adequate fit for the original TSES's three-factor structure, which included efficacy for instructional techniques, efficacy for classroom management and efficacy for student involvement. Cronbach's alpha coefficients showed good internal consistency for the overall scale and three subscales. The findings support the use of the TSES to measure teachers' efficacy in the context of Vietnam's educational system. Future research on teacher efficacy with subject expertise in Vietnamese schools should include teachers from primary, secondary and even tertiary universities. Keywords: Classroom management, factor structure, in-service teachers, instructional techniques, student involvement, teacher efficacy.

Examining the factor structure of the teachers’ sense of efficacy scale in the Vietnamese educational context

In recent years, research has focused on the factor structure of the Teacher Sense of Efficacy Scale (TSES), and the significant effects of teachers’ self-efficacy on both teachers’ outcomes (teachers’ performance, enjoyment of teaching, and commitment to teach), and students’ outcomes (student learning achievements, motivation, and own sense of efficacy. However, current literature shows that very limited research on the factor structure of the TSES for teachers has been conducted in the Vietnamese educational context. Thus, this study explored the factor structure of the 12-item TSES for a group of 395 in-service teachers from 24 high schools in Vietnam. Both exploratory factor analysis and confirmatory factor analysis were performed to explore the possible factor structure of the TSES and confirm the latent structural validity of the TSES model. The results of factorial analysis indicated that the three-factor structure of the original TSES, which included efficacy for instructional practices, efficacy for classroom management, and efficacy for student engagement, was appropriate for high school teachers in Vietnam. The reliability of each of the three sub-scales and the whole scale was satisfactory. The findings suggested that the application of TSES was suitable for Vietnamese in-service teachers to assess their self-efficacy. The study recommended that future studies should examine the factor structure of the TSES for a group of pre-service teachers in Vietnam to compare the experience levels of efficacy beliefs between pre-service and in-service teachers.

Modeling the contributions of EFL university professors' emotion regulation to self-efficacy, work engagement, and anger.

As university professors' emotion regulation (ER) plays a pivotal role in their efficacy, it is essential to explore if it is significantly correlated with work engagement (WE), self-efficacy, and anger at the workplace. To respond to the call, this research inspected the contributions of university professors' ER to their WE, self-efficacy, and anger. For this purpose, a total of 278 university professors were selected using a convenience sampling method and asked to fill out Language Teacher Emotion Regulation Inventory, Engaged Teacher Scale, Teacher Sense of Efficacy Scale, and Teacher Anger Scale. A structural equation modeling was used to analyze the gathered data. Results disclosed that the participants' ER significantly contributed to their WE and self-efficacy. Additionally, the findings documented that the participants' ER was negatively correlated with their anger. The implications of the findings are discussed for pertinent stakeholders.

Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers.

Due to the potent role of teachers' emotion regulation in effective teaching, it seems essential to see how emotion regulation can contribute to other relevant teaching constructs. In this regard, the present study is intended to probe into the causal relationship among teacher emotion regulation, self-efficacy beliefs, engagement, and anger. In so doing, the Language Teacher Emotion Regulation Inventory (LTERI), The Teacher Sense of Efficacy Scale (TSES), The Engaged Teacher Scale (ETS), and The Teacher Anger Scale (TAS) were administered to 581 English as a Foreign Language (EFL) teachers in Iran. To gauge the causal relationships among the variables, confirmatory factor analysis (CFA) and structural equation modeling (SEM) using LISREL 8.80 were conducted. The results indicated that language teacher emotion regulation could positively and significantly predict teachers' self-efficacy beliefs and engagement at work. Moreover, the influence of language teacher emotion regulation on the teacher's anger is significantly negative. That is, the stronger emotion regulation is implemented the better teachers can manage their anger. The implications of this study may uncover new prospects for effective teaching, especially during the COVID-19 pandemic.

Teacher Evaluation Feedback and Their Self-Efficacy in Classroom Management Skills

The study of self-efficacy and its role in teacher performance has intrigued the interest of many researchers over the last two decades. This study aimed to examine the perceptions of teachers regarding the role of principal instructional feedback during the process of teacher performance evaluation in increasing self-efficacy and how it affects classroom management skills. Because self-efficacy is vital in determining teacher effectiveness and student achievement, little is known about the role of the teacher evaluation process in the self-efficacy and classroom management skills development of teachers. Quantitative correlational design methods were used to conduct this research, and the sample was chosen using the simple random sampling of 379 teachers in primary and lower secondary schools in the Republic of Kosovo. Data were gathered using the Teacher Sense of Efficacy Scale (TSES) long form, adapted and modified to meet the research objectives. A moderately positive relationship between evaluation frequency and feedback frequency, feedback frequency, and teacher self-efficacy in classroom management skills was revealed in this study. Additionally, a strong positive correlation between feedback on classroom management and teacher self-efficacy in classroom management skills was also observed. The more frequently teachers go through the performance evaluation process and the more feedback they receive, the more their self-efficacy grows and they develop classroom management skills.

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education.

Teaching in higher education is critical and fraught with potential vicissitudes, which necessitates the presence of efficient professors armed with positive attributes to perform effectively. Although it is generally accepted that emotion regulation (ER) has numerous benefits for language teachers, in particular university professors, little is known about how it interacts with two other important constructs, i.e., self-efficacy and L2 grit. Furthermore, the effect of ER on L2 teacher grit has not been sufficiently investigated. To fill this gap, the current study was to test a structural model of English as a Foreign Language (EFL) university professors’ ER, self-efficacy, and L2 grit. The participants were 356 Iranian EFL university professors who completed the Language Teacher Emotion Regulation Inventory (LTERI), the Teacher Sense of Efficacy Scale (TSES), and the L2-Teacher Grit Scale (L2TGS). The results of Structural Equation Modeling (SEM) revealed that ER and self-efficacy were strong predictors of L2 grit. Moreover, the significant role of self-efficacy on ER was discovered. The implications of this study may foster effective teaching in higher education, particularly during the COVID-19 pandemic and its impacts on education.