Teacher Efficacy Scale Research Articles

Prediction Validity of Teaching Efficacy on Task-Centered Anxiety: A Study on Physical Education Teacher Candidates

This study aimed to determine the relationship between physical education teacher candidates' teaching efficacy and task-centered anxieties. Relational screening model was used in this research. The research group consisted of 228 prospective physical education teachers, 84 of whom were female (37%) and 144 were male (63%), who were educated in the 3rd and 4th grades in 5 different universities. Personal information form, Teacher Occupational Anxiety Scale and Physical Education Teaching Efficacy Scale were used as data collection tools. In the analysis of the data in the research; descriptive statistics were used. In advanced analysis; Pearson Moments Product Correlation Coefficient technique was used to determine the level and direction of the relationship between the teaching efficacy and task-centered anxiety levels of the physical education teacher candidates. In addition, whether the teaching efficacy levels of the physical education teacher candidates are predicting the task-centered anxiety levels were tested by multi-directional regression analysis. As a result of the analysis; It was determined that there was a moderate positive correlation between total teaching efficacy levels and task-centered anxiety levels, and when the results regarding the significance of regression coefficients were analyzed, only total teaching efficacy levels were significant and significant predictors of task-centered anxiety levels.

TEACHERS' SENSE OF SELF-EFFICACY, ENGLISH PROFICIENCY, AND TEACHING ABILITY IN EFL SETTING: A CASE STUDY IN TERTIARY LEVEL

One important character which should be owned by teacher that influence the outcome of teacher is called as teacher self – efficacy. However, the correlation between teacher’ self – efficacy and linguistic proficiency hasn’t really investigated yet. Hence, this research aims to examine the connection between language proficiency to their efficacy perceptions. The participants of this research were 11 teachers of private University in Indonesia with various demographic characteristics. They were asked to answer related to the Teacher Efficacy Scale (TES) and recognize their linguistic proficiency self – rating. The statistical analyzing result which used Pearson – product moment correlation and Regression analysis showed a signification correlation between teacher’s self – efficacy and their proficiency level. The regression results also affirmed that the possibility level of proficiency of self – efficacy beliefs of teachers in classroom activity. The findings of this research are elaborated in relation to the previous research.

A study on the effectiveness of a teaching based on socio-scientific issues in the training of pre-service teachers

In this study, two different learning approaches (the Toulmin model of argumentation and whole class discussion technique) to the training of primary school teachers in Turkey were tested over socio-scientific issues. On the one hand, we identified how prospective teachers experienced a change of mind on these issues before and after the training, and on the other hand, we analysed the changes on their argumentation and attitudes. In this research model, the distribution of participants is in 53 experimental groups and 52 control groups, and the group equivalence transactions are done. The study was used three different measurement tools, such as attitudes towards socio-scientific Issues Scale, argumentation test and the Teacher Efficacy Scale. The study included teaching processes based on socio-scientific issues (SSI) for 5 weeks each. Furthermore, the indecisiveness participants displayed in socio-scientific issues completely disappeared in the teaching group following the Toulmin model, and each member of this group made a definite decision on the issues covered.
 Keywords: Socio-scientific issues, teacher candidates, argumentation model.

Transformational School Leadership: Predictor of Collective Teacher Efficacy

The purpose of this study was to examine the relationship between school principals' transformational leadership and collective teacher efficacy based on teachers' views. The sample were 293 teachers in elementary and middle schools located in the Uskudar district of Istanbul. The data were gathered through the Transformational Leadership Scale and the Collective Teacher Efficacy Scale. Correlation and Regression analyses were employed in the analysis of data. The results showed that the school principals' transformational leadership behaviors had a positive, moderate and significant relationship with collective teacher efficacy. Also, school principals' transformational leadership behaviors were positive and significant predictor of collective teacher efficacy. These findings show that transformational leadership behaviors of school principals are an important antecedent of teachers'common beliefs that they can enable student learning.

Iranian teachers’ reflective teaching practice in relation to self-efficacy perceptions: investigating teachers’ discipline

ABSTRACTAlthough there have been several studies investigating the role of self-efficacy and reflective teaching in the literature, no research, to date, investigated teachers’ reflective practice teaching from different academic disciplines. The present study was a survey research that attempted to bridge this gap. For this purpose, a total of 70 teachers from the hard science, soft science and EFL disciplines from both private and public universities in Iran took part in this study. All teachers had over 10 years of teaching experience, with the majority being PhD holders. The Teacher Efficacy Scale (TES) and teacher reflection questionnaire were used to investigate teachers’ senses of self-efficacy and reflective practice, respectively. Results of Pearson correlation coefficients revealed that except for the ELT teachers, other discipline teachers’ self-efficacy perceptions were not related to their reflectivity. The present study has a number of implications for teacher development and in-service teacher education programs.

The design and validation of the enabling conditions for collective teacher efficacy scale (EC-CTES)

PurposeHigh levels of collective teacher efficacy (CTE) within a school is known to be associated with improved student learning. CTE is a marker of the level of shared efficacy among teachers within a school. Knowledge of the levels of CTE within a school does not, though, support its development. To properly support school leaders in nurturing CTE, knowledge of the status of the enabling conditions for CTE within their schools is necessary to identify areas of strength and opportunities for improvement. Armed with such knowledge, school leaders can then begin the journey of cultivating CTE within their schools.Design/methodology/approachDrawing upon previous research, contextual predictors of collective efficacy were identified and a questionnaire was created. Confirmatory factor analysis was used to evaluate the proposed factor structure. Necessary revisions were completed and in phase 2 of the field test, a new instrument was validated using factor analysis.FindingsThe preliminary validation of the Enabling Conditions for Collective Efficacy Scale (EC-CTES) is presented in this paper. This study provides evidence in support of a factor model with five related first-order factors that describe the enabling conditions for CTE, which include: Empowered Teachers, Embedded Reflective Practices, Cohesive Teacher Knowledge, Goal Consensus, and Supportive Leadership. A conceptual framework for “Leading Collective Teacher Efficacy” is provided.Research limitations/implicationsThe identification and measurement of the malleable, contextual factors that contribute to the formation of CTE has been lacking in previous research. While most of the previous research focused on the remote sources of CTE, very few studies have examined the proximate sources. Correlations between some factors were high, in particular Empowered Teachers and Supportive Leadership. Although there is evidence these factors can be seen as making unique contributions, future work will focus on the inclusion of additional items to more clearly make the distinction between the factors. In addition, there were limitations based on the sample in this study and future research should focus on a broader sample of participants.Practical implicationsWhile there are currently several CTE scales widely used in research, contextual factors that serve to enhance CTE in schools have not been captured in existing instruments. The identification of the contextual antecedents of CTE will be useful to system and school leaders because this information can be used to help inform their leadership practice as they work to help instill a greater sense of collective efficacy among the teaching faculty in their schools.Social implicationsCTE is of great interest to system and school leaders because it predicts teachers' willingness to invest the time and energy required to attain educational goals and results in greater effort. The productive behavior on the part of the adults in schools characterized by high levels of CTE leads to improved student outcomes.Originality/valueThis study detailed the design and validation of a teacher perception survey to capture information related to the dimensions associated with the enabling conditions of CTE.

Analysis of mathematics teachers’ beliefs on mathematics instruction and teaching self-efficiencies within the scope of flow theory

In this study, it was aimed to investigate the beliefs of mathematics teachers about mathematics instruction and their teaching self-efficacy within the scope of flow theory. Participants consists of a total of 228 mathematics teachers engaged in teaching at secondary and high school levels in Turkey; they were determined using the combinations of convenience and purposive sampling. Data from the participants were obtained using The WOrk-reLated Flow inventory (WOLF), The Ohio State Teacher Efficacy Scale (OSTES) and Mathematics Related Belief Scale (MRBS). Results revealed significant positive correlations among Constructivist Beliefs of WOLF, OSTES and MRBS. Furthermore, it was found that mathematics teachers graduated from the Education Faculty had higher MRBS Constructivist Beliefs that the ones graduated from Faculty of Arts and Sciences.

Samoefkasnost i zadovoljstvo poslom nastavnika u školama za učenike sa smetnjama u razvoju

Introduction. Self-efficacy significantly affects teaching outcomes and professional life of teachers. Although there are numerous research studies on self-efficacy and job satisfaction of teachers, studies that deal with teachers in special education are scarce. Objectives. The research had the following two goals: first, to determine the differences in self-efficacy and job satisfaction between teachers in secondary schools for students with disabilities and teachers in secondary vocational schools, and second, to examine the relationship between self-efficacy and job satisfaction in these two groups of teachers. Methods. The sample consisted of 96 teachers in schools for students with disabilities and 372 teachers in vocational schools. Ohio State Teacher Efficacy Scale, Short form (OSTES) and Teaching Satisfaction Scale (TSS) were used. Results. Teachers in schools for students with disabilities differed significantly in the level of self-efficacy and job satisfaction compared to teachers in vocational schools. In both groups of teachers, there was a significant positive relation between self-efficacy and job satisfaction. Conclusion. The results of this research suggest that teachers with a higher level of self-efficiency are generally more satisfied with their job. This finding may have significant implications for teacher professional development. The determined differences between the two groups of teachers justify the need for an in-depth study of the relation between self-efficiacy and job satisfaction.

Psychometric Properties of an Agriculture Teacher Efficacy Scale for Senior Secondary Schools in Eswatini

Teacher efficacy is an important motivational attribute influencing teacher performance and student learning outcomes. Teacher efficacy is multidimensional yet inconsistencies exist on the nature of construct that best measure teacher efficacy across different subjects and contexts. The purpose of the study was to explore the psychometric properties of the agriculture teacher efficacy scale adapted from the Teacher Self-Efficacy Scale (TSES) of Tschannen-Moran and Hoy (2001). Data were collected from 161 beginning agriculture teachers at senior secondary schools in Eswatini. Item analysis and exploratory factor analysis (EFA) using principal component and verimax rotation were used to analyse the data. The findings indicate that the agriculture teacher efficacy scale was reliable (.92) with inter-item correlation value of .41 to .67 and items discrimination index of ≥ .40). EFA revealed that the agriculture teacher efficacy scale had four factors explaining 47.7% of variance among the items which were instructional strategies, student engagement, classroom management, and practical work management. Conclusion was, the scale is valid to assess agriculture teacher efficacy. Recommendation was, further testing the agriculture teacher efficacy scale across school levels in teaching agriculture.

Evaluation of Collective Teacher Efficacy from the Perspective of Four-Frame Leadership Model

Collective teacher efficacy, as an important factor for school effectiveness, can be improved by leader behaviors in schools. Unlike the sum of individual teachers' efforts, the concept of collective teacher efficacy points to a greater impact on student achievement when teachers unify their efficacies. Therefore, examining the leadership orientations that play a role in the development process of collective teacher efficacy was seen worth for study. In this context, the purpose of the study is to find out the relationships between teachers’ perceptions about four-frame leadership orientations of principals and collective teacher efficacy. 452 primary school teachers participated in the study in which Leadership Orientation Scale and Collective Teacher Efficacy Scale were used. The teacher perceptions showed that leadership frames preferred by school principals are, respectively, structural, political, human resource and symbolic frame. It was also found that the collective teacher efficacy perceptions of teachers were influenced by seniority of teachers and settlement location of schools. Controlling for the variables of seniority and settlement location of school, all leadership frames were found to be predictors of the collective teacher efficacy. Accordingly, while the strongest predictor was the symbolic frame, the weakest predictor was the structural frame.

Teachers’ Efficacy, Identity and Motivational Strategies and their Effects on L2 learners’ Achievement

The purpose of this study was to explore the relationship between three teacher-related variables, namely, teaching efficacy, institutional identity and motivational strategy use, with students’ L2 achievement. The study further intended to pinpoint gender differences in each of the aforementioned teacher-related variables. To this end, 120 (60 male and 60 female) EFL teachers took part in the study by completing Teacher Efficacy Scale (Tschannen-Moran & Hoy, 2001), Institutional Identity Scale developed by Azimi (2012), and Motivational Strategy Use Scale developed by Cheng and Dornyei (2007). Furthermore, the final class outcomes of the teachers’ students (n=2045) were collected. The participants were EFL learners and their teachers. The results of Pearson Correlations indicated that there existed significant and positive relationship between the three aforementioned teacher-related variables of EFL teachers and their students’ L2 achievement. The results revealed that EFL teachers’ efficacy, institutional identity and motivational strategy use had a significant and positive relationship with their students’ L2 achievement. A Significant difference was found between the male and female EFL teachers. Also, Motivational strategy use was the strongest predictor of Iranian EFL students’ L2 achievement. Based on the findings of the study, a number of pedagogical implications could be recommended. The findings will provide rational support for proposing that EFL teachers should invest in improving their knowledge of teaching efficacy, institutional identity and motivational strategy use.

My Turn to Make a Difference: Efficacy Trends among Induction Physical Educators

ABSTRACTPurpose: This study provides a longitudinal examination of the influences enhancing or constraining the development of efficacy in ten induction physical educators. Method: Over a span of three years, data from structured interviews and responses to the Physical Education Teaching Efficacy Scale were collected at seven time points. Utilizing a mixed-methods approach, data were analyzed for qualitative themes and quantitative trends through the lens of various factors known to influence the career cycle. Results: In the personal environment, the presence of positive individual dispositions, the ability to balance competing demands, and high levels of perceived support emerged as constructive enhancers of efficacy. In the organizational environment, positive influences included the ability to meet the expectations of stakeholders and perceived confidence related to the tasks of teaching. Over time, significant differences existed for the survey categories measuring efficacy in content knowledge, accommodating skill level differences, teaching students with special needs, and instruction. Furthermore, significant differences also occurred related to gender, geographical location/setting, and school classification. Conclusion: Efficacy levels in beginning physical educators are highly dynamic and context-specific, but the presence of high levels of perceived support, both personally and organizationally, can positively enhance the efficacy of induction teachers related to balancing demands both inside and outside the classroom. Implications include the necessity for authentic and thorough preservice training and upon employment, access to adequate resources.

Anti-racist Quantitative Research: Developing, Validating, and Implementing Racialized Teaching Efficacy and Racial Fragility Scales

This research article reports on the initial findings of a critical quantitative study, which developed and implemented a series of quantitative scales utilizing conceptualizations of racial fragility and anti-racist teacher self-efficacy scales. The scales were administered through a survey and yielded a usable sample of 4770 teachers in Missouri. Specifically, we address the scale development process, theoretical framework, and validation of the developed scales. The process analyzes the Racial Fragility Scale and the Racialized Teaching Efficacy Scale across teacher demographics. Ultimately, this project seeks to better articulate the nuances of non-racist, colorblind teaching in pursuit of moving the field toward an agentic, anti-racist stance in classrooms.

Fortalezas personales y eficacia docente

El presente trabajo se sustenta en la Psicología Positiva y tiene como objetivo principal determinar qué Fortalezas Personales del profesorado predicen la Eficacia Docente. Para ello, se ha desarrollado un estudio en todos los niveles educativos, desde Educación Infantil hasta la Educación Superior, en dos países (República Dominicana y España), con una muestra total de 454 docentes. Los instrumentos utilizados para la recogida de información fueron dos: Values in Action Inventory of Strengths: VIA-IS y Teacher Efficacy Scale. Se llevaron a cabo análisis de correlación y de regresión. Los resultados indicaron, en primer lugar, relaciones significativas de carácter positivo entre las dos dimensiones de la Escala de Eficacia Docente y las seis Fortalezas Personales; y, en segundo, el valor predictivo de dos Fortalezas Personales (Humanidad y Trascendencia), en lo relativo a la Eficacia Docente. Se discute la necesidad de incluir en la formación, tanto inicial como permanente del profesorado, el desarrollo de las Fortalezas Personales, favoreciendo las virtudes humanas.

The Validation of a Teacher Efficacy Scale for Preschool Teachers(TES-P)

The Validation of a Teacher Efficacy Scale for Preschool Teachers(TES-P)

예비유아교사 교사효능감 척도(PS-TES) 타당화

예비유아교사 교사효능감 척도(PS-TES) 타당화

Relationship between Teaching Experience with Self-Efficacy and Instructional Strategies Applied among Secondary School Teachers

Within the education system around the world, teaching experience is proven to be one of the important factors in both the teaching and learning processes, which continue to fascinate researchers and educational deliverer. In order to strengthen STEM initiatives which listed in the Malaysia Blueprint 2013–2025, Malaysia places outstanding significance on STEM education. This quantitative study was carried out to identify the relationships between years of teaching experience with self-efficacy and instructional strategies applied among secondary school teachers in implementing STEM education. This study was conducted in 22 secondary schools located in Kemaman, Terengganu. A simple random survey method was used to complete this investigation which involving a total of 217 teachers. They were tested using the Teaching Efficacy Scale (TES) and Minnesota Elective Practice Instructional Strategies Assessment (MEPISA) instrument. The data were analyzed using Statistical Package for Social Science (SPSS) software version 24.0. Pearson correlation was employed to reveal the relationships between the variables in this study. The findings depicted that there was a low but significant positive correlation found between years of teaching experience and personal teaching self-efficacy. Besides, there was no significant correlation between years of teaching experience and general teaching self-efficacy. Furthermore, there was also no significant correlation between years of teaching experience and instructional strategies applied among secondary school teachers in implementing STEM education. To summarize these relationships, an increase in teaching experience can be an indicator of a heightened level of teachers’ personal teaching self-efficacy in the implementation of STEM education.

Effect of a Physical Education Training Program on the Physical Education Teaching Efficacy of Classroom Teacher Candidates

This study investigated the effectiveness of a 1-week physical education training program (PETP) on the physical education teaching efficacy (PE teaching efficacy) of classroom teacher candidates (CTCs). A quasi-experimental design with pretest–posttest experimental and control groups was used. The study included two groups: (a) an experimental group of CTCs (n = 24) enrolled in a PETP and (b) a control group of CTCs (n=30) not enrolled in a PETP. Subjects were tested via a PE teaching efficacy scale (Humphries, Hebert, Daigle, & Martin, 2012). A Wilcoxon signed-rank test determined differences between each group from pretest to posttest. The data analysis showed no significant differences between pretest and posttest in the control group; however, it found significant differences in favor of posttest in the experimental group. Finally, the PETP affected the PE teaching efficacy of CTCs.Subscribe to TPE

Development and Validation of Efficacy Scale for Teachers

The present study developed and validated an instrument on teacher efficacy. Thirty-seven (37) situational judgment items were developed capturing the seven domains of the Philippine Professional Standards for Teachers (PPST) and was administered to a total of 585 basic education teachers selected through purposive sampling. Analysis showed that all the items had acceptable discrimination indices ranging from .469 to .824. Reliability analysis suggested high internal consistency among items, signifying that items are measuring teacher efficacy. Validity evidences based on relations to other measures suggested that the newly developed instrument share common characteristics with Bandura's Teacher Efficacy Scale and measured a different construct from Batulan's Teacher Burnout Instrument. Given the challenges of the K-12 Basic Education Program, the instrument may serve as a pivot point in helping teachers think about the ways in which they approach tasks in their classrooms as they reflect on their personal assessment of competence.

Impact of Reading Frequencies and Attitudes on Early Childhood Teachers’š Teaching Efficacy for Sustainable Development

Abstract The purpose of the study is to examine the impact of early childhood teachers’ reading attitudes, the total number of the books they have read about their profession, the total number of the books they have read on general topics, and their teaching experience on their teaching efficacy. Participants consist of 362 early childhood teachers from 51 different cities in Turkey. Of the 362 participants, 333 are female (91%) and 29 are male (9%). The ages of the teachers range from 21 to 50, with a mean age of 27.47. The participants responded to a personal questionnaire; Early Childhood Teachers’ Teacher Efficacy Scale (ECTTES) and Reading Attitude Scale (RAS). Stepwise regression analyses for subtests CM, SE, PI, P and for total teaching efficacy indicate that reading attitude and teaching experience are significant predictors. For subtest C, reading attitude and age appear as significant predictors. For subtest IS, only reading attitude appears as a significant predictor. Accordingly, in order to improve early childhood teachers’ reading attitudes, book clubs and peer reading groups are recommended.