Teacher Sense Of Efficacy Scale Research Articles

Proposal of a Decision-Making Guide for Classroom Control: A Case Study of a Private Secondary School in Subang, Selangor

This case study was carried to investigate teachers’ classroom control and decision-making in a bureaucratic organization. As highlighted by the Head of Discipline (HOD), teachers were prone to transfer discipline cases without much consideration to personal involvement. Through purposive sampling, fourteen teachers were selected in respondents. The Pupil Control Ideology (PCI) and Teachers’ Sense of Efficacy Scale (TSES) were used as an individual profiling test to explain teachers’ cognitive and behavioral perceptions in the school. In addition, a Decision-making questionnaire was designed to emphasize on qualitative analyses pertaining to the problem stated by the HOD. Results revealed that respondents portrayed different rates of transfer that were dependent on the seriousness of the discipline problems. Comparisons among respondents showed common characteristics in terms of ability to conduct personal investigation, obstacles to personal decision-making and likelihood of transfer for serious discipline cases. In terms of differences, respondents differed in rates of transfer, perception towards the scale of discipline problems, personal tactics and classroom leadership styles. As the outcome of the study, the researcher proposes a decision-making guide to address discipline-related issues within the level of personal involvement.

A Study on the Relationship between Teacher Self Efficacy and Burnout

<p style="text-align:justify">The major purpose of the study was to examine the relationship between teacher self efficacy and burnout. In order to collect the related data, “Maslach Burnout Inventory” and “Teacher Sense of Efficacy Scale” were used. The sample of the study consisted of 163 randomly chosen teachers who worked in various primary and secondary state schools in 2014-2015 academic year. The results of the data analysis put forward that there was significant, medium and negative correlation between teacher self efficacy and burnout levels of the participants. Hierarchical multiple regression analysis results, which were run to assess the relationship between the two variables better, indicated that teacher self efficacy predicted burnout negatively. In the light of these findings and other related studies several suggestions were made.</p>

EFL Teachers’ Self-Efficacy Beliefs, Pedagogical Success and Students’ English Achievement: A Study on Public Preparatory Schools in Bahir Dar Town, Ethiopia

The purpose of this research was threefold. Firstly, EFL teachers‘ in the study were tested about their self-efficacy belief levels internally and about their pedagogical success externally by their students. Secondly, student participants‘ perceptions of the characteristics of successful EFL teachers with respect to gender were assessed. Finally, the study attempted to examine the relationship between EFL teachers‘ self-efficacy beliefs and students‘ English achievement. The participants were 39 EFL teachers and 585 students. The teachers were selected through availability sampling and the students were chosen through systematic random sampling technique from two public preparatory schools found in Bahir Dar, Ethiopia. The student participants‘ English achievement scores were taken from their respective school for the purpose of this study. For data collection three instruments were used: Teacher Sense of Efficacy Scale (TSES) Questionnaire, Document Analysis and Characteristics of Successful EFL Teacher Questionnaire. Data were analyzed through One-Sample t Test, Independent-Samples t Test and Pearson Correlation. Results from One-sample t Test indicated germane teacher efficacy levels, pedagogic success and students‘ academic achievement in English as the observed means for teachers‘ self-efficacy beliefs, pedagogical success and students‘ English achievement gains preponderated over the expected means. The Independent-Samples T Test results showed gender differences and similarities in rating the categories of the characteristics of successful EFL teachers. The results obtained through using Pearson Product-Moment Correlation indicated that there was a positive significant correlation between EFL teachers‘ self-efficacy beliefs and students‘ English achievement scores. It was concluded that the participant EFL teachers held high level of self-efficacy beliefs which were reflected through their pedagogical success and students‘ English achievement gains.Keywords: Self-efficacy; Pedagogical Success; Student Achievement; Second Cycle; Public Primary School; EFL teachers

Relationships between Secondary School Beginning Teachers’ Perceptions of Self-efficacy and Professional Commitment in Ethiopia

The main purpose of the present study was to investigate the secondary school beginning teachers’ perceptions of self-efficacy and professional commitment, and explore differences between the perceptions of teachers in the variables of concern. This study employed a descriptive correlational design. Respondents were 381 secondary school beginning teachers. They responded to a 3-part questionnaire—demographic variables, the Teachers Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001), and Professional Commitment Scale (Allen et al., 1993). Results showed that beginning teachers in Ethiopia claim high levels of self-efficacy—efficacy in student engagement, instructional strategies, classroom management, and overall efficacy and affective professional commitment; while their perceptions of normative and continuance professional commitment tended to be neutral. Especially female beginning teachers in Ethiopia tended to have lower levels of self-efficacy and affective professional commitment than their male counterparts. Further, results showed weak to moderate significant positive relationships between self-efficacy and affective professional commitment (r = 0.14 to 0.22). Implications and recommendations for school practices and future research are discussed.

The Relationship between Gender and Student Engagement, Instructional Strategies, and Classroom Management of Iranian EFL Teachers

Teachers’ self-efficacy is of critical significance for both female and male teachers, and it can affect their job life. In spite of the fact that some scholars have investigated self-efficacy, there are no studies regarding teachers’ gender and their subscales of self-efficacy (i.e. student engagement, instructional strategies, and classroom management). Therefore, this study aimed at investigating the relationship between gender and subscales of self-efficacy of Iranian EFL teachers. So, 34 EFL teachers who were teaching in private English language institutes in Karaj were asked to complete Teachers’ Sense of Efficacy Scale (TSES) questionnaire. After analyzing the data, it was revealed that males and females did not differ as far as classroom management was considered. However, they differed in terms of student engagement and instructional strategies; male teachers were better at student engagement, while female teachers were better at instructional strategies.

The Contextual Difference

This study’s purpose was to examine the self-efficacy of preservice teachers throughout an immersive learning semester and compare it with a control group. The study suggests that a community-based immersive program supports preservice teacher efficacy development within the dynamic cultural context of families and schools. The immersive learning participants’ ( n = 32) teacher efficacy was assessed thrice and compared with a traditional on-campus program ( n = 64). Using the Teacher Sense of Efficacy Scale, results revealed significant improvement in the Immersive group across time in all three areas (Engagement, Management, and Instruction). Comparison of net gains between groups suggests that an immersive and supportive environment promotes preservice teacher efficacy development even in the midst of a socio-cultural gap between preservice teachers and students.

The Effects of Socio-scientific Instruction on Pre-Service Teachers’ Sense of Efficacy for Learning and Teaching Controversial Family Health Issues

This research investigates the effects of socioscientific instruction on pre-service teachers’ sense of efficacy in the teaching and learning of controversial family health issues. For this purpose, a total of 251 students from two teacher training colleges participated in the study and were randomly assigned as experimental and control groups. The experimental group was taught the contents of the controversial family health issues using socioscientific instruction approach and the control group was taught the same content using a more traditional approach. Quantitative data were obtained from both groups after responding to the ‘Teacher sense of Efficacy Scale’ as instrument used for data collection before and after the treatments. Analysis of covariance was used in data analysis of which the pre-treatment scores were used as covariates. Qualitative interviews were conducted with ten participants randomly selected from the experimental group before and after the treatment to deepen and elaborate the quantitative data. The quantitative and qualitative findings indicate that the integration of the socioscientific instruction have significantly affected the pre-service teachers’ sense of efficacy in favour of the experimental group that shows a more stronger sense of efficacy. It was concluded that the socioscientific instruction is significantly effective in changing the pre-service teachers’ weaker sense of efficacy to a stronger one in the controversial family health issues.

The Relationship among Teacher Efficacy, Efficacy Regarding Teaching, and Responsibility for Student Achievement

In this study, it is aimed to evaluate the relationship among student teachers’ self-efficacy perceptions, self-efficacy perceptions regarding teaching process and responsibility perception for student achievement. This study was prepared by screening model. To collect the data, teacher sense of efficacy scale, self-efficacy perceptions regarding teaching process and responsibility perception for student achievement were used. The Cronbach's Alpha coefficients were found as .920, .957 and .755 respectively. In addition to descriptive statistics, independent samples t-test and Pearson correlation coefficient were used to analyze the data. The study indicated that gender of student teachers has an effect on self-efficacy perceptions, self-efficacy perceptions regarding teaching process and responsibility achievement for student achievement. On the other hand, there are positive, medium and high level relationships among student teachers’ self-efficacy perceptions, self-efficacy perceptions regarding teaching process and responsibility perception for student achievement.

The Relationship between Personality Types and Self-efficacy Perceptions of Student Teachers

This study aims to analyze the relationship between personality types and self-efficacy perceptions of student teachers. To collect the data, teacher sense of efficacy scale and The Keirsey Temperament Sorter-II were used. The Cronbach's Alpha coefficients were computed as 0.940 and 0.762 respectively for these scales. In addition to descriptive statistics, chi-square test and Pearson correlation coefficient were used to analyze the data. According to the results of the study, self-efficacy perceptions of student teachers were found high. In terms of personality types, most of the student teachers were found to be guardians and this personality type was followed by idealists, artisans and rationals respectively in this study. The student teachers, being guardians, had higher levels of self-efficacy perceptions than other personality types. The results also indicated that there are positive moderate and high levels of relationships between personality types and self-efficacy perceptions of student teachers.

Teaching Certificate Program Students’ Sense of Efficacy and Views of Teacher Preparation

The purpose of the present study was twofold: to portray the teacher candidates’ sense of efficacy for classroom management, student engagement, and instructional strategies and to investigate their opinions about the Teaching Certification Program (TCP) in general. The participants of the study were totally 153 teacher candidates who were the graduates of four-year undergraduate programs other than Faculties of Education and attended TCP so as to become eligible to apply teaching profession. The data were collected through the adapted version of Tcshannen-Moran and Woolfolk Hoy's (2001) Teachers’ Sense of Efficacy Scale (TSES) and the questionnaire developed by the researcher. The descriptive data analysis revealed that the participants of the TCP had relatively low efficacy for implementing instructional strategies than engaging students in learning, and managing their classrooms. Besides, the most of the teacher candidates stated that the TCP contributed to their professional development in general.

Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?

Self-efficacious teachers are viewed as having the ability to organize relevant activities, patient with students who are struggling in learning, and spending more time designing relevant teaching activities. The teachers exhibit good performance and probably remain committed to their work. And they are committed to organizing appropriate teaching activities, engaging students in learning. Teachers with high self- efficacy keep students on task and perform better because they use innovative teaching methods that encourage students autonomy and reduce custodial control. The main purpose of this paper is to report non-significant findings of a study that was carried out in Botswana with 1000 junior secondary school teachers in Gaborone and surrounding areas between November 2010 and February 2011. The study was about teacher efficacy and classroom management among Botswana junior secondary school teachers. Teacher Sense of Efficacy scale (TSES) instrument was used to collect data for the study. TSES comprises of three subscales, Efficacy in Student Engagement, Instructional Strategies and Classroom Management. Efficacy in Student Engagement was the only significant subscale among other sub-scales of TSES. The TSES means of districts, cities, towns and villages were not significant. This prompted the researcher to report non-significant results because they can assist teacher educators and stakeholders on how best to improve the training of pre-service and in-service teachers. Teacher commitment to work can enhance student learning. Teacher effectiveness can also promote positive effect in student learning, because teachers can plan their work using relevant materials that can motivate students to learn. Managing classrooms can enhance student learning if teachers encourage students to be responsible to their learning, and can put students on task and to reduce students undesirable behaviors that may interfere with their learning.

Investigating the Role of Self-Efficacy in Manipulating Instructional Textbooks: A Matter of Iranian Language Teachers

Guided by the research on the self-efficacy beliefs on the one hand and the works done on instructional materials evaluation and selection on the other, this study followed a two-fold purpose: first, examining teachers’ reactions towards prescribed textbooks and second, investigating relationships between such reactions and teachers’ sense of self-efficacy. Accordingly, 312 Iranian in-service high school English language teachers (N=312) were asked to respond to two scales: Self-Efficacy to Influence Instructional Textbooks (SEIIT) scale devised by the researchers according to the principles of Social Cognitive Theory and the 12-item Teacher’s Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001). The data analysis revealed acceptable psychometric properties of the newly developed scale and a degree of correlation between self-efficacy in teaching and in dealing with prescribed textbooks. The findings also provided a number of practical and theoretical implications.

Teachers’ Self-efficacy Beliefs and their English Language Proficiency: A Study of Nonnative EFL Teachers in Selected Language Centers

This study examined the efficacy beliefs of nonnative English speaking (NNES) EFL teachers in terms of personal capabilities to teach English as a Foreign Language (EFL) and their perceived English language proficiency in selected language centers in one Middle-East country. Data were collected through a survey administered to 187 teachers. A modified version of the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess efficacy for classroom management, student engagement, and instructional strategies. The results showed that the teachers’ perceived efficacy was positively correlated with self-reported English proficiency.

Emotional Intelligence and Self-Efficacy Among Physical Education Teachers

Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of Efficacy Scale (TSES) were administered to a sample of 119 physical education teachers. The main results show a positive association between EI and self-efficacy, and more particularly that the sociability factor of EI predicted the TSES total score. Moreover, neither age nor teaching time experience was related to EI or self-efficacy scores. These results both confirm and extend previous findings on the association between EI and self-efficacy. Suggestions are provided for specific EI training for physical education teachers.

Professional development for practicing mathematics teachers: a critical connection to English language learner students in mainstream USA classrooms

This article examines the effects of changing teacher self-efficacy on student achievement. Results from a quantitative study of mathematics teachers in a USA mid-Atlantic state showed that teachers experienced reduced self-efficacy when working with English language learner students (ELLs) relative to non-ELLs. Further, the article explores professional development opportunities for strengthening teachers’ effectiveness with ELLs. The study utilized a four-part survey instrument based on the Teacher Sense of Efficacy Scale (TSES). All participants (n = 181) were mathematics educators from the highlighted state, and 94 % of them were preK-12 public school practicing classroom teachers. Study results indicate that teachers’ participation in professional development on ELL instruction is positively correlated to their heightened sense of self-efficacy. This finding points to continuing education as a potentially viable approach to reducing academic challenges for ELL students in mainstream mathematics classrooms by developing ever more effective practicing teachers.

An Analysis of the Teachers’ Sense of Efficacy Scale within the Malaysian Context using the Rasch Measurement Model

Many concerns have been raised about the psychometric properties of instruments when used in different culture. Studies show that adaptation of instrument within a particular context sometimes has different meaning since a particular psychology construct is considered cultural specific. The purpose of the present study is to examine the psychometric properties of the Teachers’ Sense of Efficacy Scale (TSES) within the Malaysian educational context A total of 191 Malaysian in-service and 122 pre-service teachers participated in the study. A Rasch Measurement Model analysis is used to examine the psychometric properties of the scale, particularly the reliability and construct validity. Analyses showed somewhat similar variability with the in-service group demonstrated wider spread of item difficulty compared to the pre-service teachers. One important observation was that both group endorsed different set of items. Consistency of both item difficulty and teachers’ efficacy were high and threats to construct validity in terms of construct irrelevant-variance and construct under-representation were minimum. One worrying finding, however, was that the differential item function (DIF) analysis showed that 13 items (54.17%) behaved significantly different across groups of teachers. Even though several items shown to behave differently across both group of teachers, overall results are encouraging and seem to support the suitability of the TSES to assess teachers’ sense of efficacy within the Malaysian educational context.

The Relationship between Trait Emotional Intelligence and Self-efficacy among Iranian EFL Teachers

The current study examined the relationship between Iranian EFL teachers’ trait EI (trait EI) and Self-efficacy. To this end, 336 teachers were asked to complete “Trait Emotional Intelligence Questionnaire–Short Form (TEIQue–SF)” (Petrides and Furnham, 2006) and “Teacher Sense of Efficacy Scale (TSES)” (Tschannen-Moran & Woolfolk Hoy, 2001). Pearson product-moment correlation showed a significant relationship between trait EI and self-efficacy. Trait EI subconstructs also showed significant relationship with Self-efficacy subconstructs as well as total self-efficacy. To investigate which subconstructs of trait emotional intelligence might have more predictive power in predicting teacher’s self-efficacy, regression analysis was run. Results revealed all subconstructs of trait EI to be moderate predictors of Self-efficacy. In addition, the ANOVA were employed to investigate the influence of teachers’ age, gender, and years of teaching experience on EI and Self-efficacy. Results showed teachers with more years of teaching experience to have achieved higher levels in both trait EI and self-efficacy. However no effect of EFL teachers’ age, gender and their interactions on teachers’ trait EI and Self-efficacy were observed.

Student Teaching Experience in Diverse Settings, White Racial Identity Development and Teacher Efficacy

This study examined how diversity of field placement affected White student teachers’ White racial identity(WRI) development, and the relationship between WRI and teacher efficacy. There was no change in WRIdevelopment regardless of placement; however, as the percentage of students of color in the placement increased,two subscales (instructional strategies, classroom management) of the Teacher Sense of Efficacy Scale (TSES)decreased. A negative correlation existed between WRI (Pseudo-Independence and Contact subscales of theWhite Racial Consciousness Development Scale-Revised) and subscales of the TSES. Results indicate thatteacher preparation programs critically examine Whiteness and WRI as a construct.

Academic optimism: an individual teacher belief

In this study, academic optimism as an individual teacher belief was investigated. Teachers’ self‐efficacy beliefs were measured using the short form of the Teacher Sense of Efficacy Scale. One subtest from the Omnibus T‐Scale, the faculty trust in clients subtest, was used to measure teachers’ trust in students and parents. One subtest from the Organizational Climate Index was used to measure academic emphasis. Pupil Control Ideology was used to measure teachers’ beliefs about classroom management. Constructivist teaching subscale of the Teacher’s Belief Survey was used to measure teachers’ instructional beliefs and practices. Organizational Citizenship Behaviour Scale was used to measure teachers’ citizenship behaviour. Life Orientation Test was used to measure dispositional optimism. The findings indicated that teachers differed in the extent of their academic optimism. The findings also indicated that teacher’s sense of academic optimism is positively and significantly related to student‐centred teaching, citizenship behaviour and dispositional optimism. The findings further indicated that student‐centred teaching beliefs, dispositional optimism and citizenship behaviour emerged as significant predictors of individual teacher’s academic optimism. Lastly, the findings revealed that teaching phase is the only teachers’ biographical variable that is a significant predictor of academic optimism.

A Report Of The Responses Of Botswana Junior Secondary School Teachers On The Three Subscales Of The Teachers Sense Of Efficacy Scale (TSES)

The focus of this paper is to present the findings of the study on teacher efficacy and classroom management. To collect data a survey was administered to 1006 Botswana participants. Out of 1006 participants only 6 did not complete the survey. Pearson-product moment correlation was computed to analyze the data using Statistical Package of Social Sciences (SPSS). Pearson shows a correlation for the three subscales at 0.01 level (2- tailed). For Instructional Strategies and Student Engagement r=.412, Student Engagement and Classroom Management r= .589 and Instructional Strategies and Classroom Management r=.589.For teacher practices items the results show that there is no significant relationship between the positive and negative practices reported by the teachers in regard to classroom management, student engagement, and instructional strategies. Bonferroni adjustment which changes from .05 to .017 shows no significant relationships.