Dimensions of Teacher Self-Efficacy for Inclusive Practices among Mainland Chinese Pre-Service Teachers

ERIC Educational Resources Information Center

Malinen, Olli-Pekka; Savolainen, Hannu; Xu, Jiacheng

2013-01-01

Five hundred fifty mainland Chinese university students were given a questionnaire that contained a Teacher Efficacy for Inclusive Practices (TEIP) scale. The purpose of the study was a) to test the factor structure of teacher self-efficacy for inclusive practices, b) to investigate the relationship between teacher self-efficacy for inclusive…

The Correlation between Teacher Self-Efficacy among Seminaries and Institutes Seminary Teachers and Student Outcomes

ERIC Educational Resources Information Center

Mangum, James Irvin, III

2012-01-01

This study examined the correlation between teacher self-efficacy and student outcomes. Teacher self-efficacy was measured in 99 Church of Jesus Christ of Latter-day Saints Seminaries and Institutes seminary teachers using Tschannen-Moran and Hoy's Teachers Sense of Efficacy Scale (2001). Student outcomes included academic grades, conduct…

Exploring Primary Teachers' Self-Efficacy Beliefs for Teaching Dance Education

ERIC Educational Resources Information Center

Renner, Suzanne; Pratt, Keryn

2017-01-01

The self-efficacy beliefs of 140 generalist teachers for teaching dance in the New Zealand curriculum were surveyed using an adapted version of the Teachers' Sense of Self-efficacy scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001). Four hypotheses were created to test relationships between the participants' self-efficacy beliefs…

The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Dimensionality and Factor Structure

ERIC Educational Resources Information Center

Park, Mi-Hwa; Dimitrov, Dimiter M.; Das, Ajay; Gichuru, Margaret

2016-01-01

The "Teacher Efficacy for Inclusive Practices" (TEIP) scale is designed to measure teacher-self efficacy to teach in inclusive classrooms. The original study identified three scale factors: "efficacy in using inclusive instruction" ("EII"), "efficacy in collaboration" ("EC"), and "efficacy in…

Ideal Teacher Behaviors: Student Motivation and Self-Efficacy Predict Preferences

ERIC Educational Resources Information Center

Komarraju, Meera

2013-01-01

Differences in students' academic self-efficacy and motivation were examined in predicting preferred teacher traits. Undergraduates (261) completed the Teaching Behavior Checklist, Academic Self-Concept scale, and Academic Motivation scale. Hierarchical regression analyses indicated that academic self-efficacy and extrinsic motivation explained…

Middle school science teachers' teaching self-efficacy and students' science self-efficacy

NASA Astrophysics Data System (ADS)

Pisa, Danielle

Project 2061, initiated by the American Association for the Advancement of Science (AAAS), developed recommendations for what is essential in education to produce scientifically literate citizens. Furthermore, they suggest that teachers teach effectively. There is an abundance of literature that focuses on the effects of a teacher's science teaching self-efficacy and a student's science self-efficacy. However, there is no literature on the relationship between the two self-efficacies. This study investigated if there is a differential change in students' science self-efficacy over an academic term after instruction from a teacher with high science teaching self-efficacy. Quantitative analysis of STEBI scores for teachers showed that mean STEBI scores did not change over one academic term. A t test indicated that there was no statistically significant difference in mean SMTSL scores for students' science self-efficacy over the course of one academic term for a) the entire sample, b) each science class, and c) each grade level. In addition, ANOVA indicated that there was no statistically significant difference in mean gain factor of students rated as low, medium, and high on science self-efficacy as measured by the SMTSL, when students received instruction from a teacher with a high science teaching self-efficacy value as measured by the STEBI. Finally, there was no statistically significant association between the pre- and post-instructional rankings of SMTSL by grade level when students received instruction from a teacher with a high science teaching self-efficacy value as measured by the STEBI. This is the first study of its kind. Studies indicated that teaching strategies typically practiced by teachers with high science teaching were beneficial to physics self-efficacy (Fencl & Scheel, 2005). Although it was unsuccessful at determining whether or not a teacher with high science teaching self-efficacy has a differential affect on students' science self-efficacy

Examining Elementary Teachers' Engineering Self-Efficacy and Engineering Teacher Efficacy

ERIC Educational Resources Information Center

Hammack, Rebekah; Ivey, Toni

2017-01-01

Research indicates that teacher efficacy influences student achievement and is situation specific. With the Next Generation Science Standards calling for the incorporation of engineering practices into K-12 classrooms, it is important to identify teachers' engineering teaching efficacy. A study of K-5 teachers' engineering self-efficacy and…

Burnout and Teacher Self-Efficacy among Teachers Working in Special Education Institutions in Turkey

ERIC Educational Resources Information Center

Sariçam, Hakan; Sakiz, Halis

2014-01-01

The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers' Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme,…

Measuring and Supporting Pre-Service Teachers' Self-Efficacy towards Computers, Teaching, and Technology Integration

ERIC Educational Resources Information Center

Killi, Carita; Kauppinen, Merja; Coiro, Julie; Utriainen, Jukka

2016-01-01

This paper reports on two studies designed to examine pre-service teachers' self-efficacy beliefs. Study I investigated the measurement properties of a self-efficacy beliefs questionnaire comprising scales for computer self-efficacy, teacher self-efficacy, and self-efficacy towards technology integration. In Study I, 200 pre-service teachers…

Background Characteristics as Predictors of Greek Teachers' Self-Efficacy

ERIC Educational Resources Information Center

Gkolia, Aikaterini; Dimitrios, Belias A.; Koustelios, Athanasios

2016-01-01

Purpose: The purpose of this paper is to investigate the relationship between elementary and secondary teachers' background characteristics and constructs of self-efficacy, using the Teachers' Sense of Efficacy Scale--TSES, during a difficult economic period for Greece and other European countries. Design/methodology/approach Equation modeling…

Beijing In-Service Teachers' Self-Efficacy and Attitudes towards Inclusive Education

ERIC Educational Resources Information Center

Malinen, Olli-Pekka; Savolainen, Hannu; Xu, Jiacheng

2012-01-01

Four-hundred-and-fifty-one in-service teachers from the Beijing municipality filled in a questionnaire containing a Teacher Efficacy for Inclusive Practices (TEIP) scale. The aim was to examine the factor structure of the TEIP scale among mainland Chinese in-service teachers, and to investigate the relationship between self-efficacy for inclusive…

Pre-Service Teachers' Mathematics Self-Efficacy and Mathematics Teaching Self-Efficacy

ERIC Educational Resources Information Center

Zuya, Habila Elisha; Kwalat, Simon Kevin; Attah, Bala Galle

2016-01-01

Pre-service mathematics teachers' mathematics self-efficacy and mathematics teaching self-efficacy were investigated in this study. The purpose was to determine the confidence levels of their self-efficacy in mathematics and mathematics teaching. Also, the study was aimed at finding whether their mathematics self-efficacy and teaching…

Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation.

PubMed

Senler, Burcu; Sungur-Vural, Semra

2013-01-01

The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

Scaling CPD through Professional Learning Communities: Development of Teachers' Self-Efficacy in Relation to Collaboration

ERIC Educational Resources Information Center

Weißenrieder, Jochen; Roesken-Winter, Bettina; Schueler, Sven; Binner, Elke; Blömeke, Sigrid

2015-01-01

Whereas much is known about designing effective continuous professional development (CPD) for teachers, little is known about spillover effects of CPD by fostering collegial interactions. In this respect, the self-efficacy expectancy of multipliers to spread CPD issues within their own school is an important predictor for scaling. Self-efficacy…

Confirmatory Factor Analysis of the Teacher Efficacy Scale for Prospective Teachers

ERIC Educational Resources Information Center

Denzine, Gypsy M.; Cooney, John B.; McKenzie, Rita

2005-01-01

Background: Research on teacher self-efficacy has revealed substantive problems concerning the validity of instruments used to measure teacher self-efficacy beliefs. Although claims about the influence of teachers' self-efficacy beliefs on student achievement, success with curriculum innovation, and so on, may be true statements, one cannot make…

Preservice Teachers' Technology Self-Efficacy

ERIC Educational Resources Information Center

Kent, Andrea M.; Giles, Rebecca M.

2017-01-01

Since efficacy of experienced teachers is difficult to change (Hoy, 2000), preservice teachers' technology self-efficacy is a creditable indicator of graduates' likelihood to use instructional technology throughout their careers. A study was conducted with elementary preservice teachers (n = 62) who completed a 5-item, Likert-type survey measuring…

Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism.

PubMed

Ruble, Lisa A; Usher, Ellen L; McGrew, John H

2011-06-01

Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura's 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources.

Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism

PubMed Central

Ruble, Lisa A.; Usher, Ellen L.; McGrew, John H.

2011-01-01

Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura’s 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources. PMID:21691453

A Study on the Relationship between Teacher Self Efficacy and Burnout

ERIC Educational Resources Information Center

Savas, Ahmet Cezmi; Bozgeyik, Yunus; Eser, Ismail

2014-01-01

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…

Pre-Service English Language Teachers' Perceptions of Computer Self-Efficacy and General Self-Efficacy

ERIC Educational Resources Information Center

Topkaya, Ece Zehir

2010-01-01

The primary aim of this study is to investigate pre-service English language teachers' perceptions of computer self-efficacy in relation to different variables. Secondarily, the study also explores the relationship between pre-service English language teachers' perceptions of computer self-efficacy and their perceptions of general self-efficacy.…

Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy

NASA Astrophysics Data System (ADS)

Webb, Donna Louise

Currently, STEM (science, technology, engineering, and mathematics) is a popular buzz word in P-12 education as it represents a means to advance American competitiveness in the global economy. Proponents of the engineering component of STEM advocate additional benefits in teaching engineering, such as its capacity to engage students in collaboration, and to apply critical thinking, systems thinking, negotiation, and communication skills to solve real-life contextual problems. Establishing a strong foundation of engineering knowledge at a young age will provide students with internal motivation as it taps into their curiosity toward how things work, and it also prepares them for secondary science courses. Successful STEM education is often constrained by elementary teachers' low perception of self-efficacy to teach science and engineering. Elementary teachers with low self-efficacy in science are more likely to spend less instructional time teaching science, which suggests that teachers with little to no training in engineering might avoid teaching this topic. Therefore, the purpose of this study was twofold: (a) to examine the effects of engineering professional development on elementary (K-6) teachers' content and pedagogical content knowledge (PCK) and perceptions of self-efficacy to teach engineering, and (b) to identify and explain sources influencing self-efficacy. Professional development was conducted in a metropolitan area in the Pacific Northwest. Results revealed that after the engineering professional development, teachers experienced statistically significant gains in content, PCK, and self-efficacy to teach engineering. Increases in self-efficacy were mainly attributed to mastery experiences and cultivation of a growth mindset by embracing the engineering design process.

Emotional Intelligence and Self-Esteem as Predictors of Teacher Self-Efficacy

ERIC Educational Resources Information Center

Sahin, Harun

2017-01-01

Teacher self-efficacy is related to teachers or pre-service teachers feeling competent in their profession. The purpose of this study is to examine the relationship between the pre-service teachers' self-efficacy perceptions and their emotional intelligence and self-esteem. The study group of the current research comprised a total of 212…

The Development of a Physical Education Teachers' Physical Activity Self-Efficacy Instrument.

ERIC Educational Resources Information Center

Martin, Jeffrey J.; Kulinna, Pamela Hodges

2003-01-01

Developed a valid, reliable physical education teachers' physical activity self-efficacy scale for teaching classes in which students were engaged in high levels of physical activity. Results offer preliminary support for the psychometric properties of this instrument, which can help understand physical education teachers' efficacy in overcoming…

Teachers' instructional efficacy and teachers' efficacy toward integration of information technologies in the classroom.

PubMed

Dussault, Marc; Deaudelin, Colette; Brodeur, Monique

2004-06-01

The aim of the study was to investigate the relationship between teachers' instructional efficacy and their efficacy toward integration of technologies in the classroom. A sample of 309 French Canadian elementary school teachers volunteered and were administered a French Canadian version of the Teacher Efficacy Scale and Teachers' efficacy scale toward integration of technologies in the classroom. Analysis yielded, as expected, a positive and significant partial correlation between the two types of self-efficacy beliefs (.27 and .36).

Study of Self-Efficacy Perceptions of Social Studies Teacher Candidates on Educational Internet Usage

ERIC Educational Resources Information Center

Akman, Özkan

2016-01-01

This study aimed at examining the self-efficacy perceptions of social studies teacher candidates with respect to educational internet use. This research was conducted on a sample of 174 social studies teacher candidates enrolled in Gaziantep University Nizip Faculty of Education. The "Educational Internet Self-Efficacy Scale," developed…

The Relationship between Teacher Self-Efficacy and Student Discipline Referrals Written by Secondary Teachers from a Rural School District in a Southern State

ERIC Educational Resources Information Center

Laughter, Edwin Brice

2017-01-01

The purpose of this quantitative correlational study was to determine the strength of the relationship between teacher self-efficacy and discipline referrals. Participants completed the Teachers' Sense of Efficacy Scale, which was used as an operational definition of teacher self-efficacy. A Spearman's correlation coefficient measured the…

School Principals' Leadership Behaviours and Its Relation with Teachers' Sense of Self-Efficacy

ERIC Educational Resources Information Center

Mehdinezhad, Vali; Mansouri, Masoumeh

2016-01-01

The aim of this study was to investigate the relationship between school principals' leadership behaviours and teachers' sense of self-efficacy. The research method was descriptive and correlational. A sample size of 254 teachers was simply selected randomly by proportional sampling. For data collection, the Teachers' Sense of Efficacy Scale of…

Pre-Service Teacher Self-Efficacy in Digital Technology

ERIC Educational Resources Information Center

Lemon, Narelle; Garvis, Susanne

2016-01-01

Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5-12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and…

Exploring the Development of Novice Teachers' Self-Efficacy

ERIC Educational Resources Information Center

Mongillo, Maria Boeke

2011-01-01

Teacher self-efficacy has been linked to multiple positive student outcomes and teacher practices (Ashton & Webb, 1986; Grant, 2006; Klassen, et al., 2009; Perrachione, Rosser, & Petersen, 2008). However, few studies, have explored teacher self-efficacy qualitatively (Manuel, 2003; Tschannen-Moran & Hoy, 2007; Tschannen-Moran, Hoy,…

Correlational Study between Teacher Perceived High School Principal Leadership Style and Teacher Self-Efficacy

ERIC Educational Resources Information Center

Riggs, Robert

2017-01-01

This quantitative correlational study addressed the concept that teacher-perceived high school principal leadership style correlated with teacher self-efficacy. A relationship existed between teacher self-efficacy and student outcomes and research indicated a relationship between leadership style and teacher self-efficacy. Also, the effect of…

Possible Effects of Professional Development on Turkish Teachers' Self-Efficacy and Classroom Practice

ERIC Educational Resources Information Center

Bumen, Nilay T.

2009-01-01

The purpose of this study was to analyze the impact of a professional development (PD) program on teacher self-efficacy and classroom practice. Thirty-eight in-service teachers from a foundation school in Izmir participated in this study. Multiple sets of data for this study came from the Turkish teachers' sense of efficacy scale, classroom…

Correlation between Students' Self-Efficacy and Teachers' Educational Leadership Style in Iranian Midwifery Students.

PubMed

Sohrabi, Zohreh; Kheirkhah, Masoomeh; Sahebzad, Elahe Sadegi; Rasoulighasemlouei, Seyedehsahel; Khavandi, Siamak

2015-12-18

Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers ' role. This study aimed to determine relationship between teachers' leadership style and students' self-efficacy in midwifery students. This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker's scale (0-5).Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05. Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers' leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (p<0.05). Results showed that transformational style is appropriate for midwifery teachers.

Transformational School Leadership and Teacher Self-Efficacy as Predictors of Perceived Collective Teacher Efficacy

ERIC Educational Resources Information Center

Ninkovic, Stefan R.; Kneževic Floric, Olivera C.

2018-01-01

Although scholars have acknowledged the role of collaborative relationships of teachers in improving the quality of instruction, teacher collective efficacy continues to be a neglected construct in educational research. The purpose of this paper is to explore the relations between transformational school leadership, teacher self-efficacy and…

Development of a Survey to Measure Self-Efficacy and Attitudes toward Web-Based Professional Development among Elementary School Teachers

ERIC Educational Resources Information Center

Kao, Chia-Pin; Tsai, Chin-Chung; Shih, Meilun

2014-01-01

The major purpose of this study was to develop a survey to measure elementary school teachers' self-efficacy for web-based professional development. Based on interviews with eight elementary school teachers, three scales of web-based professional development self-efficacy (WPDSE) were formed, namely, general self-efficacy (measuring teachers'…

Changes in Self-Efficacy of Prospective Special and General Education Teachers: Implication for Inclusive Education

ERIC Educational Resources Information Center

Leyser, Yona; Zeiger, Tali; Romi, Shlomo

2011-01-01

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…

The Impact of Guided Student-Generated Questioning on Chemistry Achievement and Self-Efficacy of Elementary Preservice Teachers

ERIC Educational Resources Information Center

Moseley, Christine; Bonner, Emily; Ibey, Marilyn

2016-01-01

This study investigated the use of Guided Student-Generated Questioning (GSGQ) as a metacognitive instructional strategy to increase chemistry achievement and self-efficacy of elementary preservice teachers. The Chemistry Self-Efficacy Scale (CSES), modified from the Biology Self-Efficacy Scale (BSES),was used to determine elementary preservice…

Developing the Scale of Teacher Self-Efficacy in Teaching Process

ERIC Educational Resources Information Center

Korkmaz, Fahrettin; Unsal, Serkan

2016-01-01

The purpose of this study is to develop a reliable and valid measurement tool which will reveal teachers' self-competence in education process. Participants of the study are 300 teachers working at state primary schools in the province of Gaziantep. Results of the exploratory factor analysis administered to the scale in order to determine its…

Efficacy Beliefs of Special Educators: The Relationships among Collective Efficacy, Teacher Self-Efficacy, and Job Satisfaction

ERIC Educational Resources Information Center

Viel-Ruma, Kim; Houchins, David; Jolivette, Kristine; Benson, Gwen

2010-01-01

In order to examine the relationship between reported levels of teacher self-efficacy, collective efficacy, and job satisfaction in special educators, teachers in one school district completed three surveys measuring these constructs. The results indicated that teacher self-efficacy had a direct effect on job satisfaction. It was further found…

The Relationship between Teacher Efficacy, and Students' Trigonometry Self-Efficacy and Achievement

ERIC Educational Resources Information Center

Sarac, Ayse; Aslan-Tutak, Fatma

2017-01-01

The purpose of the present study is to investigate the relationship between teacher efficacy to student trigonometry self-efficacy and student trigonometry achievement. The study included 16 high school teachers and their tenth grade students (n = 571). Teacher efficacy was studied in terms of general teaching efficacy, mathematics teaching…

Correlations between Perceived Teacher Empowerment and Perceived Sense of Teacher Self-Efficacy

ERIC Educational Resources Information Center

Hemric, Marty; Eury, Allen D.; Shellman, David

2010-01-01

Empirical research has linked teacher efficacy with student achievement. In this study, the authors determined the perceived levels of empowerment and self-efficacy from 70 elementary teachers in two schools. Descriptive and predictive statistics were used to explore the degree to which perceived empowerment and self-efficacy were related in an…

Reflections on urban science teacher-student self-efficacy dynamics

NASA Astrophysics Data System (ADS)

Hagiwara, Sumi; Maulucci, Maria S. Rivera; Ramos, S. Lizette

2011-12-01

This forum article consists of commentaries—authored by Sumi Hagiwara, Maria S. Rivera Maulucci and Lizette Ramos—on the feature article by Virginia Jennings Bolshakova, Carla C. Johnson, and Charlene M. Czerniak. We reflect on a series of questions that take retrospective, introspective, and prospective views of self-efficacy in science education. We review selected studies that explore some of the historical developments and methodological approaches in the literature and examine a teacher-student self-efficacy system model that shows the ways in which teachers' and students' self-efficacy judgments are based upon multiple individual and shared components, such as identity and social interaction within the classroom and school. We close with a call for the design of measures of teacher-student self-efficacy systems, so that we can begin to tailor professional development experiences to the goals and motivations of individual and collective groups of teachers and students in ways that accommodate the unique cultural features of their classrooms and foster student self-efficacy.

The Perception of Educational Software Development Self-Efficacy among Undergraduate CEIT Teacher Candidates

ERIC Educational Resources Information Center

Uzun, Adem; Ozkilic, Ruchan; Senturk, Aysan

2013-01-01

The objective of this study was to analyze self-efficacy perceptions for education software development of teacher candidates studying at Department of Computer Education and Instructional Technologies, with respect to a range of variables. The Educational Software Development Self-Efficacy Perception Scale was used as data collection tool. Sixty…

Inclusive Education in Japan and Korea--Japanese and Korean Teachers' Self-Efficacy and Attitudes towards Inclusive Education

ERIC Educational Resources Information Center

Song, Jia

2016-01-01

The current study aims to evaluate teachers' self-efficacy and attitudes towards inclusive classrooms in Japan and Korea. Teachers' Sense of Efficacy Scale (TSES; Tschannen-Moran and Woolfolk, [Tschannen-Moran, M., 2001]) and Scale of Teachers' Attitudes Towards Inclusive Classrooms (STATIC; Cochran, [Cochran, H., 1998]) were completed by 191…

Development of Pre-Service Teachers' Teaching Self-Efficacy Beliefs through an Online Community of Practice

ERIC Educational Resources Information Center

Inel Ekici, Didem

2018-01-01

This explanatory research uses a mixed method design to investigate the effect of using an online community of practice within teaching practices on science and math pre-service teachers' teaching self-efficacy beliefs. 102 science and math pre-service teachers participated in the research. "Teaching Self-Efficacy Belief Scale" and…

Teacher Effectiveness through Self-Efficacy, Collaboration and Principal Leadership

ERIC Educational Resources Information Center

Sehgal, Prachee; Nambudiri, Ranjeet; Mishra, Sushanta Kumar

2017-01-01

Purpose: Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the "self-efficacy" theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In…

How Teachers' Self-Efficacy Is Related to Instructional Quality: A Longitudinal Analysis

ERIC Educational Resources Information Center

Holzberger, Doris; Philipp, Anja; Kunter, Mareike

2013-01-01

This study extends previous research on teachers' self-efficacy by exploring reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation,…

Self-efficacy as a health-protective resource in teachers? A biopsychological approach.

PubMed

Schwerdtfeger, Andreas; Konermann, Leslie; Schönhofen, Katja

2008-05-01

To examine the psychobiological correlates of self-efficacy in teachers. Study 1 examined associations between teacher self-efficacy and cardiac activation on a working day and Study 2 assessed the cortisol morning response in teachers with varying levels of teacher self-efficacy. Teacher self-efficacy was assessed by questionnaire. In Study 1 heart rate, heart rate variability, and locomotor activity were recorded by 22 hours ambulatory monitoring and subjective measures of stress and strain were obtained. Study 2 assessed the cortisol response to awakening to obtain a measure of HPA-axis activation and teachers filled in a questionnaire on physical complaints. Study 1 found that self-efficacy proved protective for psychological well-being. Moreover, after controlling for locomotor activity, demographic, and lifestyle variables, self-efficacy was associated with elevated heart rate and attenuated heart rate variability during school and leisure time, respectively, but not during the night, thus questioning the health-implications of self-efficacy. Study 2 found that teachers high in self-efficacy exhibited an attenuated cortisol response to awakening and fewer cardiac complaints. The results of both studies are compatible with the view that teacher self-efficacy might act as a physiological toughening agent with possibly favorable health outcomes.

Improving the self-efficacy of teachers in schools: results of health promotion program.

PubMed

Farokhzadian, Jamileh; Sabzi, Amirreza; Mangolian Shahrbabaki, Parvin

2018-06-12

Background In order to effectively facilitate behavior change, it is essential to conduct health promotion programs on self-efficacy. Given the importance of the role of teachers in fostering the next generation, it appears that the promotion of self-efficacy in them can greatly contribute to the health of the community. The present study aimed to evaluate the impact of a health promotion training workshop on self-efficacy for health practices and also, on general self-efficacy of teachers in schools. Methods This study was a quasi-experimental study, in which 120 teachers were selected by random sampling and randomly divided into two equal intervention and control groups (60 in each group). A health promotion training workshop was conducted for the intervention group. Data were collected by a three-section questionnaire (demographic, self-rated ability for health practices scale and general self-efficacy) before and 1 month after the training intervention. Results The self-efficacy scores for health practices and general self-efficacy were not significantly different between the intervention and control groups before the intervention (p > 0.05). However, participants in the intervention group reported higher scores on both the self-efficacy for health practices (t = 4.05, p = 0.001) and general self-efficacy (t = 2.92, p = 0.004) compared to those in the control group one month after the intervention. Conclusion The health promotion training program had improving effects on the self-efficacy for health practices and general self-efficacy. This program was potentially a valid community health nursing intervention that can be presented and evaluated in various community settings.

The job self-efficacy and job involvement of clinical nursing teachers.

PubMed

Yang, Hui-Ling; Kao, Yu-Hsiu; Huang, Yi-Ching

2006-09-01

This paper explored the present status of self-efficacy and job involvement of clinical nursing teachers and investigated the predictive power of teachers' personal background variables on such, as well as the relationship between self-efficacy and job involvement. A total of 419 participants in the survey sample were chosen among clinical nursing teachers at 19 public and private institutes of technology and junior colleges in Taiwan in 2004. The self-developed structural questionnaire was categorized into three sections, including personal background data, job self-efficacy related to the clinical teaching inventory and job involvement related to clinical teaching inventory. Of the total 419 questionnaires distributed for this cross-sectional survey, 266 valid copies were registered, at a recovery rate of 63%. Findings indicated that both the job self-efficacy and job involvement of clinical nursing teachers are at a medium to high level and that significant differences exist in job self-efficacy and job involvement based on differences in age, marital status, teaching seniority, teacher qualifications, and job satisfaction. Second, samples have significantly different performance in self-efficacy due to differences in education level attained and the medical institution to which nursing teachers had been assigned. Self-efficacy and job involvement are significantly positively correlated. These results can serve as a reference for the cultivation of nursing teachers and reform of clinical nursing education in the future.

Teacher Training and Pre-Service Primary Teachers' Self-Efficacy for Science Teaching

ERIC Educational Resources Information Center

Velthuis, Chantal; Fisser, Petra; Pieters, Jules

2014-01-01

This study focuses on the improvement of pre-service teachers' self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for…

Development of a Self-Efficacy Scale of Technology Usage in Education

ERIC Educational Resources Information Center

Dogru, Mustafa

2017-01-01

The purpose of this study was to develop a scale instrument to allow us to establish the self-efficacies of elementary education teachers regarding their use of information technologies when educating their students. The study group comprised a total of 924 teachers from different branches working in central Ankara elementary schools. Based on the…

Emotional Intelligence and Self-Efficacy among Physical Education Teachers

ERIC Educational Resources Information Center

Mouton, Alexandre; Hansenne, Michel; Delcour, Romy; Cloes, Marc

2013-01-01

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…

Computer Self-Efficacy among Senior High School Teachers in Ghana and the Functionality of Demographic Variables on Their Computer Self-Efficacy

ERIC Educational Resources Information Center

Sarfo, Frederick Kwaku; Amankwah, Francis; Konin, Daniel

2017-01-01

The study is aimed at investigating 1) the level of computer self-efficacy among public senior high school (SHS) teachers in Ghana and 2) the functionality of teachers' age, gender, and computer experiences on their computer self-efficacy. Four hundred and Seven (407) SHS teachers were used for the study. The "Computer Self-Efficacy"…

Teachers' work ability: a study of relationships between collective efficacy and self-efficacy beliefs.

PubMed

Guidetti, Gloria; Viotti, Sara; Bruno, Andreina; Converso, Daniela

2018-01-01

Work ability constitutes one of the most studied well-being indicators related to work. Past research highlighted the relationship with work-related resources and demands, and personal resources. However, no studies highlight the role of collective and self-efficacy beliefs in sustaining work ability. The purpose of this study was to examine whether and by which mechanism work ability is linked with individual and collective efficacies in a sample of primary and middle school teachers. Using a dataset consisting of 415 primary and middle school Italian teachers, the analysis tested for the mediating role of self-efficacy between collective efficacy and work ability. Mediational analysis highlights that teachers' self-efficacy totally mediates the relationship between collective efficacy and perceived work ability. Results of this study enhance the theoretical knowledge and empirical evidence regarding the link between teachers' collective efficacy and self-efficacy, giving further emphasis to the concept of collective efficacy in school contexts. Moreover, the results contribute to the study of well-being in the teaching profession, highlighting a process that sustains and promotes levels of work ability through both collective and personal resources.

Astronomy Teaching Self-Efficacy Belief Scale: The Validity and Reliability Study

ERIC Educational Resources Information Center

Demirci, Filiz; Ozyurek, Cengiz

2018-01-01

The purpose of this study is to develop a reliable and safe scale for determining the self-efficacy levels of science teachers in the teaching of astronomy subjects. The study used a survey approach, which is a qualitative research method. The study was conducted with a total of 106 science teachers working in the secondary schools of Ordu city…

Factors Influencing Teachers' Technology Self-Efficacy: A Case Study

ERIC Educational Resources Information Center

Farah, Amy Caroline

2012-01-01

Factors influencing teachers' levels of technology self-efficacy were examined through a qualitative multi-site, multi-subject case study research design. An initial survey was administered to all full-time, certified teachers at three school sites in order to gauge teachers' current level of technology self-efficacy. From that…

Personal Epistemology and Self-Efficacy in the Special Education Teacher

ERIC Educational Resources Information Center

Johnson, Bradley W.

2011-01-01

This report summarizes the personal epistemology and self-efficacy concepts and how they affect special education teachers. This report is based on the social cognitive theory, perceived and collective efficacy, and how the conceptual thoughts of a special education teacher affect their instructional focus in the classroom. Self-efficacy beliefs…

Teacher Self-Efficacy and Classroom Management Styles in Jordanian Schools

ERIC Educational Resources Information Center

Abu-Tineh, Abdullah M.; Khasawneh, Samar A.; Khalaileh, Huda A.

2011-01-01

Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in…

Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

NASA Astrophysics Data System (ADS)

Menon, Deepika; Sadler, Troy D.

2016-10-01

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

Exploring the Sources of Turkish Pre-Service Chemistry Teachers' Chemistry Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Uzuntiryaki, Esen

2008-01-01

This study aimed to examine the underlying sources in developing chemistry self-efficacy beliefs of Turkish pre-service chemistry teachers. For this purpose, the College Chemistry Selfefficacy Scale (CCSS) was administered to 20 pre-service chemistry teachers. Then, phenomenological approach was employed and semi-structured interviews were…

Teaching Self-Efficacy of a Selected Group of Secondary Health Education Teachers

ERIC Educational Resources Information Center

Hutchins, Matt; Melancon, Jim; Nunning, Jennifer R.

2012-01-01

The purpose of this study was to test the Health Teaching Self-Efficacy Scale (HTSES) with a group of secondary health education teachers. In addition, comfort levels with various subject areas and years of teaching experience data were also gathered. All secondary health teachers in a selected Midwestern state were recruited via email to…

Exploring Factors Related to Preschool Teachers' Self-Efficacy

ERIC Educational Resources Information Center

Guo, Ying; Justice, Laura M.; Sawyer, Brook; Tompkins, Virginia

2011-01-01

This study examined how teacher (teaching experience, perceptions of teacher collaboration and teacher influence) and classroom (children's engagement) characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results showed a significant interaction effect between teachers' perceptions of collaboration and children's…

Teachers' Sense of Efficacy: A Self- or Norm-Referenced Construct?

ERIC Educational Resources Information Center

Ashton, Patricia; And Others

1984-01-01

Two approaches to the measurement of teacher efficacy were investigated to determine whether teachers' sense of self-efficacy is a self-referenced or norm-referenced construct. Two forms of an instrument consisting of 25 teaching problem situations were developed: one required self-referenced responses, while the other required norm-referenced…

Self-efficacy in Environmental Education: Experiences of elementary education preservice teachers

NASA Astrophysics Data System (ADS)

Gardner, Cynthia Crompton

Despite research showing Environmental Education can provide positive student outcomes in academic achievement, critical thinking, motivation and engagement (Ernst, 2007; Lieberman & Hoody, 1998; Orr, 1992; Palmer, 1998; Powers, 2004; Volk & Cheak, 2003), Environmental Education is currently not a critical element in American public school K-12 education. The present study investigates self-efficacy in Environmental Education through a mixed methods research approach. The data reveal the participants' perspectives of their sense of self-efficacy in Environmental Education. It adds to the body of work on Environmental Education and self-efficacy by specifically investigating the topics through interviews with preservice teachers. Purposeful sampling is used to identify preservice elementary education teachers in their senior year of college with a high measure of self-efficacy. Self-efficacy is measured using the Environmental Education Efficacy Belief Instrument (Sia, 1992). Forty-six preservice teachers completed the instrument. Six preservice teachers were interviewed to determine experiences that impact their self-efficacy in Environmental Education. Continual comparison and cross-case analysis are used to analyze the data. The results reveal a relationship between personal experiences with nature as a young child and current beliefs toward their personal efficacy and teaching outcome efficacy in Environmental Education. Similar to the findings of Sia (1992), the researcher discovered that preservice teachers realize that they lack sufficient knowledge and skill in Environmental Education but believe that effective teaching can increase students understanding of Environmental Education. While the preservice teachers do not believe they will teach Environmental Education as well as other subjects, they will continually seek out better ways to teach Environmental Education. Interviews with participants who had a high self-efficacy revealed the importance of

Mind over Matter: Contributing Factors to Self-Efficacy in Montessori Teachers

ERIC Educational Resources Information Center

Bhatia, Punum

2012-01-01

Interpreting Albert Bandura's term "self-efficacy" as the individual's belief in his own abilities to succeed in spite of the given circumstances, this study seeks to identify the influences which lead to self-efficacy in Montessori teachers. In order to evaluate perceptions of self-efficacy, 35 pre-service teachers in the…

Practicum Experiences as Sources of Pre-Service Teachers' Self-Efficacy

ERIC Educational Resources Information Center

Martins, Maria; Costa, João; Onofre, Marcos

2015-01-01

This study examines physical education pre-service teachers' (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. For the quantitative phase, a self-efficacy questionnaire was applied to 141 PTs. Results showed a stronger self-efficacy in the relationship with students and discipline promotion.…

Pre-Service Physical Education Teachers' Preference for Class Management Profiles and Teacher's Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Yilmaz, Idris

2013-01-01

The present study aims to identify pre-service physical education teachers' class management profiles, teachers' self-efficacy and the relationship between their class management profiles and teacher self-efficacy beliefs. The universe comprised junior and senior students studying physical education teaching at six different universities (Ahi…

Effects of School-Wide Positive Behavior Support on Teacher Self-Efficacy

ERIC Educational Resources Information Center

Kelm, Joanna L.; McIntosh, Kent

2012-01-01

This study examined the relationships between implementation of a school-wide approach to behavior, School-wide Positive Behavior Support (SWPBS), and teacher self-efficacy. Twenty-two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self-efficacy.…

Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

ERIC Educational Resources Information Center

Menon, Deepika; Sadler, Troy D.

2016-01-01

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science…

Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned

NASA Astrophysics Data System (ADS)

Pruski, Linda A.; Blanco, Sharon L.; Riggs, Rosemary A.; Grimes, Kandi K.; Fordtran, Chase W.; Barbola, Gina M.; Cornell, John E.; Lichtenstein, Michael J.

2013-11-01

Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an "undecided/uncertain" option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy.

The influence inquiry-based science has on elementary teachers' perception of instruction and self-efficacy

NASA Astrophysics Data System (ADS)

Lewis, Felecia J.

The nature and purpose of this study was to examine the self-efficacy of teachers who use an inquiry-based science program to provide authentic experiences within the elementary school setting. It is essential to explore necessary improvements to bring about effective science education. Using a mixed methods study, the researcher conducted interviews with elementary teachers from five elementary schools within the same school district. The interviews focused on the teachers' experiences with inquiry-based science and their perceptions of quality science instruction. The Teachers' Sense of Efficacy Scale was used to collect quantitative data regarding the teachers' perception of instructional practice and student engagement. The study revealed that limited science content knowledge, inadequate professional development, and a low sense of self-efficacy have a substantial effect on teacher outcomes, instructional planning, and ability to motivate students to participate in inquiry-based learning. It will take a collective effort from administrators, teachers, parents, and students to discover ways to improve elementary science education.

Reading instruction in science: Teachers' practices, beliefs, & self-efficacy

NASA Astrophysics Data System (ADS)

Morales, Christina M.

The Common Core State Standards (CCSS, 2010) and the Next Generation Science Standards (NGSS, 2013) call on science teachers to play a stronger role in helping students learn from informational science texts. Curriculum implementation efforts aimed at addressing these new standards should build on what teachers are already doing to help students with reading in their classrooms and the pedagogical issues that they feel are important to science learning. However, few current studies have gathered these important insights from science teachers. Aiming to fill this gap in the literature, this study attempted to describe middle school science teachers' current practices, beliefs, and self-efficacy regarding reading and reading instruction in their classrooms. A conceptual model hypothesizing that self-efficacy mediates the relationship between teachers' beliefs about how important reading instruction is to science learning and how often they provide reading instruction in their science classes was also tested. Participants (N = 247) reported that students regularly engaged in reading-related tasks in science class. Somer's D correlation analyses highlighted positive associations between the frequency with which teachers reported that students engaged in various reading-related tasks and the frequency with which they reported providing reading instruction for those tasks, suggesting that students tended to receive explicit instruction or coaching for the reading-related tasks they engaged in most often. Middle school science teachers also expressed positive beliefs about the importance of reading-related tasks and explicit instruction or coaching for reading in science and tended to take on responsibility for helping students become better readers of science texts. Last, a path analysis confirmed that the association between teachers' beliefs and practices was mediated through teachers' self-efficacy (beta = .07, p < .001). This suggests that self-efficacy can influence

An Analysis of Pre-School Teachers' and Student Teachers' Attitudes to Inclusion and Their Self-Efficacy

ERIC Educational Resources Information Center

Sari, Hakan; Celikoz, Nadir; Secer, Zarife

2009-01-01

The aim of this study was to investigate what the self-efficacy and attitudes of pre-school teachers and student teachers towards inclusive education were and to elucidate the relationship between self-efficacy and the attitudes on inclusion. Therefore, the present study investigated the self-efficacy perceptions and attitudes of student teachers…

The Relationship between Teachers' Computer Self-Efficacy and Technology Integration in a School District's Bring Your Own Technology Initiative

ERIC Educational Resources Information Center

Ellis, Ashley F.

2014-01-01

The purpose of this mixed methods program evaluation study was to investigate the ways in which one public school district and its teachers implemented a Bring Your Own Technology (BYOT) initiative. This study also measured teachers' computer self-efficacy, as measured by Cassidy and Eachus' (2002) Computer User Self-Efficacy Scale, and…

Teacher Self-Efficacy for Teaching Students to Lead IEP Meetings

ERIC Educational Resources Information Center

Scott, LaRon

2010-01-01

The level of self-efficacy exhibited by an individual has been closely linked to how that individual will perform a given task. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers' perceived ability to perform a given task. Based on the theoretical framework of…

Early childhood teachers' self-efficacy toward teaching science: Outcomes of professional development

NASA Astrophysics Data System (ADS)

Clark, Sarah

The teaching of science in the early childhood classrooms has slowly been decreasing. As the years have passed, the subject of science has been put on the backburner while mathematics and language arts have taken center stage in the educational system. Early childhood teachers need to find ways to integrate science with other subjects in order to ensure children are receiving a well-rounded and full education. The purpose of this study was to determine the effectiveness of professional development on teachers' efficacy in teaching science. Volunteer teachers completed the Weisgram and Bigler scale (TWBS) pre and post training, in order to determine their self-efficacy toward teaching science, they also completed pre- and post- concept maps about their knowledge of teaching science, and a demographic questionnaire. Findings indicate the training provided was effective in increasing teachers' knowledge of teaching science. Teachers who had an increase in science teaching knowledge were also found to feel more efficacious about teaching science after completing the training and an academic year of implementing science lessons in their classrooms. There was not a relationship between teacher demographics and their science-teaching efficacy. This means that the demographics of participants in this study were not influential on teachers' efficacy, but professional development workshops enabled teachers to gain more knowledge about teaching as well as increase their efficacy about teaching science.

Relationship between Pre-School Preservice Teachers' Environmental Literacy and Science and Technology Literacy Self Efficacy Beliefs

ERIC Educational Resources Information Center

Surmeli, Hikmet

2013-01-01

This study examined the relationship between preschool teachers' environmental literacy and their science and technology self efficacy beliefs. 120 preschool teachers from teacher education programme at one university participated in this study. Data were collected by using Environmental Literacy Scale and Science and Technology Literacy Self…

Teacher Self-Efficacy: A Link to Student Achievement in English Language and Mathematics in Belizean Primary Schools

ERIC Educational Resources Information Center

Alvarez-Nunez, Tanya Mae

2012-01-01

Scope and Method of Study: This quantitative, non-experimental study sought to determine if a statistically significant difference existed in student achievement on the PSE exam in Belizean primary schools for students who have teachers with varying levels of self-efficacy (high, medium and low). The Teacher Efficacy Scale (TES), which captures…

Investigation of Pre-Service Science Teachers' Academic Self-Efficacy and Academic Motivation toward Biology

ERIC Educational Resources Information Center

Ates, Hüseyin; Saylan, Asli

2015-01-01

The purpose of this research was to examine pre-service science teachers' academic motivation and academic self-efficacy toward biology. The sample consisted of 369 pre-service science teachers who enrolled in the faculty of education of two universities in Turkey. Data were collected through Academic Motivation Scale (AMS) (Glynn & Koballa,…

Teachers' Perceived Efficacy among English as a Foreign Language Teachers in Middle Schools in Venezuela

ERIC Educational Resources Information Center

Chacon, C.T.

2005-01-01

Teachers' sense of efficacy has been shown to influence teachers' actions and student outcomes. This study explored self-efficacy beliefs among English as a Foreign Language teachers in selected schools in Venezuela. Data were collected through a survey administered to 100 teachers. The Teacher Sense of Efficacy Scale (Tschannen-Moran &…

An Investigation of Elementary Preservice Teachers' Self-Efficacy for Teaching Mathematics

ERIC Educational Resources Information Center

Giles, Rebecca McMahon; Byrd, Kelly O.; Bendolph, Angelia

2016-01-01

Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers' self-efficacy beliefs related to teaching mathematics. Forty-one…

Pre-Service Teachers' Self-Efficacy Beliefs towards Educational Technologies Integration in Tanzania

ERIC Educational Resources Information Center

Raphael, Christina; Mtebe, Joel S.

2017-01-01

This study examines pre-service teachers' (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards…

Academic Self-Efficacy Perceptions of Teacher Candidates

ERIC Educational Resources Information Center

Yesilyurt, Etem

2013-01-01

This study aims determining academic self-efficacy perception of teacher candidates. It is survey model. Population of the study consists of teacher candidates in 2010-2011 academic years at Ahmet Kelesoglu Education Faculty of Education Formation of Selcuk University. A simple random sample was selected as sampling method and the study was…

The Self-Efficacy Scale: A Construct Validity Study.

ERIC Educational Resources Information Center

Sherer, Mark; Adams, Carol

Self-efficacy is defined as the belief that one can successfully perform a behavior. Self-efficacy theory asserts that self-efficacy expectancies exert powerful influence on behavior and behavior change. The Self-efficacy Scale, which was developed to assess generalized self-efficacy expectations, consists of two subscales: general self-efficacy…

An Investigation of Early Childhood Teacher Self-Efficacy Beliefs in the Teaching of Arts Education

ERIC Educational Resources Information Center

Garvis, Susanne; Pendergast, Donna

2011-01-01

The self-efficacy beliefs teachers hold about their ability to teach subjects shapes their competence in teaching. Teacher self-efficacy is defined as teacher beliefs in their ability to perform a teaching task. If teachers have strong teacher self-efficacy in the teaching of arts education, they are more likely to incorporate arts in the…

Self-Efficacy of Prospective Austrian and German Primary School Teachers Regarding the Implementation of Inclusive Education

ERIC Educational Resources Information Center

Schwab, Susanne; Hellmich, Frank; Görel, Gamze

2017-01-01

This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self-Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple-group confirmatory factor analysis (for the two…

Beginning Generalist Teacher Self-Efficacy for Music Compared with Maths and English

ERIC Educational Resources Information Center

Garvis, Susanne

2013-01-01

In 2008, 201 beginning generalist teachers throughout Queensland, Australia, responded to a questionnaire intended to create a snapshot of current self-efficacy beliefs towards teaching music. Beginning teachers were asked to rank their perceived level of teacher self-efficacy for music, English and maths. Results were analysed through a series of…

Influence of Spirituality, Family, and Self Efficacy on Teacher Effectiveness

ERIC Educational Resources Information Center

Heffner, Judith Maples

2016-01-01

Spirituality, family influence, and teacher efficacy are the focal points of this research project. Research supports family influence as a powerful support in career selection and the positive effects spirituality has on a teacher's personal and professional life. Self efficacy possessed by a teacher gives them an "I can do attitude."…

Science Teacher Self-Efficacy and Student Achievement: A Quantitative Correlational Study

ERIC Educational Resources Information Center

Thompson, Benika J.

2015-01-01

A teacher's sense of self-efficacy may have significant influence on the pedagogical decisions in the classroom. An elementary school teacher's sense of self-efficacy in teaching science may negatively influence student achievement in science. Negative beliefs concerning science or the ability to teach and promote student learning in science may…

Structural Model Development: Branches, Attitudes and Self-Efficacy of Pedagogical Formation Program Pre-Service Teachers

ERIC Educational Resources Information Center

Sivaci, Sadik Yuksel

2017-01-01

In this study, the relationship between attitudes of pedagogical formation program pre-service teachers towards teaching profession and their self-efficacies has been examined. In this case, the effect of graduation branches of the pre-service teachers on teacher self-efficacies and the effect of teacher self-efficacies on attitudes towards…

Examination of Relationships between Instructional Leadership of School Principals and Self-Efficacy of Teachers and Collective Teacher Efficacy

ERIC Educational Resources Information Center

Calik, Temel; Sezgin, Ferudun; Kavgaci, Hasan; Cagatay Kilinc, Ali

2012-01-01

The purpose of this study was to examine the relationships between school principals' instructional leadership behaviors and self-efficacy of teachers and collective teacher efficacy. In this regard, a model based on hypotheses was designed to determine the relationships among variables. The study sample consisted of 328 classroom and branch…

A Survey Study of Chinese In-Service Teachers' Self-Efficacy about Inclusive Education

ERIC Educational Resources Information Center

Wang, Mian; Zan, Fei; Liu, Jiaqiu; Liu, Chunling; Sharma, Umesh

2012-01-01

A survey study was conducted to a total of 323 in-service teachers (110 special education teachers and 213 general education teachers) in Shanghai regarding their self-efficacy and concerns about inclusive education. Multivariate analysis results reveal that special teachers have significantly higher self-efficacy about inclusive education than…

Reliability and Factor Analyses of a Teacher Efficacy Scale for Nigerian Secondary School Teachers

ERIC Educational Resources Information Center

Faleye, Bamidele Abiodun

2008-01-01

Introduction: The suitability of 52 items for measuring Teacher Efficacy was investigated with the aim of developing and validating a Teacher Efficacy Scale (TES) for Nigerian secondary school teachers. Method: The TES was administered on 2400 teachers (mean age = 36.75 years). Data were subjected to factor and reliability analyses. Results:…

Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

NASA Astrophysics Data System (ADS)

Hanners, Grace D.

Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

Analysis of Mathematics Teachers' Self-Efficacy Levels Concerning the Teaching Process

ERIC Educational Resources Information Center

Ünsal, Serkan; Korkmaz, Fahrettin; Perçin, Safiye

2016-01-01

The purpose of this study is to identify mathematics teachers' opinions on the teaching process self-efficacy levels; and to examine mathematics teachers' teaching process self-efficacy beliefs with regards to specific variables. The study was conducted in Turkey during the second term of the 2015-2016 academic year. The study sample consisted of…

Democratic Values and Teacher Self-Efficacy Perceptions: A Case of Pre-Service English Language Teachers in Turkey

ERIC Educational Resources Information Center

Topkaya, Ece Zehir; Yavu, Aysun

2011-01-01

This study investigated democratic values of pre-service English language teachers in relation to their teacher self-efficacy perceptions in a Turkish context. It also examined the possible relationships between gender, grade and democratic values and self-efficacy perceptions. A questionnaire survey was conducted with 294 pre-service teachers.…

Primary School Teacher Perceived Self-Efficacy to Teach Fundamental Motor Skills

ERIC Educational Resources Information Center

Callea, Micarle B.; Spittle, Michael; O'Meara, James; Casey, Meghan

2008-01-01

Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A…

Gaining a Degree: The Effect on Teacher Self-Efficacy and Emotions

ERIC Educational Resources Information Center

Williams, Ruth

2009-01-01

Bandura's concept of self-efficacy has been the focus of numerous research studies related to teacher self-efficacy. Most studies have investigated Bandura's first three sources of self-efficacy beliefs: mastery experiences, vicarious experiences, and social persuasion--with much less emphasis placed on Bandura's fourth source, the role of…

Changes in Science Teaching Self-Efficacy among Primary Teacher Education Students

ERIC Educational Resources Information Center

Palmer, David; Dixon, Jeanette; Archer, Jennifer

2015-01-01

Many preservice primary teachers have low self-efficacy for science teaching. Although science methods courses have often been shown to enhance self-efficacy, science content courses have been relatively ineffective in this respect. This study investigated whether a tailored science content course would enhance self-efficacy. The participants were…

Teacher Self-Efficacy and Occupational Stress: A Major Australian Curriculum Reform Revisited

ERIC Educational Resources Information Center

McCormick, John; Ayres, Paul L.

2009-01-01

Purpose: The purpose of this research was to study teachers' self-efficacy and occupational stress in the context of a large-scale curriculum reform in New South Wales, Australia. The study aims to follow up and replicate a study carried out approximately one year earlier. Design/methodology/approach: A theoretical framework, primarily based on…

Development of Self-Efficacy towards Using Alternative Assessment Scale

ERIC Educational Resources Information Center

Buldur, Serkan; Tatar, Nilgun

2011-01-01

Determining the candidate teachers' opinions regarding self-efficacy towards alternative assessment will be beneficial in that this will improve their competencies while using these approaches in their applications within the classroom. In this article, the development and validation of the "Self-efficacy towards Using Alternative Assessment…

The Culturally Responsive Classroom Management Self-Efficacy Scale: Development and Initial Validation

ERIC Educational Resources Information Center

Siwatu, Kamau Oginga; Putman, S. Michael; Starker-Glass, Tehia V.; Lewis, Chance W.

2017-01-01

This article reports on the development and initial validation of the Culturally Responsive Classroom Management Self-Efficacy Scale. Data from 380 preservice and inservice teachers were used to examine the psychometric properties of the instrument. Exploratory factor analysis results suggested a one-factor structure consisting of 35 items and the…

Lesson study: Professional development and its impact on science teacher self-efficacy

NASA Astrophysics Data System (ADS)

Roberts, Megan Rae

This study focuses on an analysis of a professional development program known as lesson study via data obtained during an in-service professional development program for secondary school science teachers. The purpose of this study was to examine the self-efficacy beliefs of one group of science teachers related to their experiences in a lesson study. Another purpose for this research, aligned with the first, included a theoretical analysis of the lesson study construct to see if its design promoted positive self-efficacy beliefs of its participants. The research is framed within the context of social constructivism and self-efficacy and is qualitative in nature and utilized descriptive analysis as a means of research. Case studies were conducted detailing two of the six participants. Data sources included researcher field notes and transcriptions of all planning and debriefing sessions; individual interviews with each participant and the schools' principal; a participant questionnaire, and the Science Teaching Efficacy Belief Instrument. Themes that emerged included the positive perceptions of lesson study as a collaborative and teacher-centered experience; the understanding that lesson study can instill a sense of professionalism to those who participate in the process; the sense that discussing student learning using objective observations from classroom is a powerful way to assess learning and uncover personal teacher beliefs; and the insight that the time commitment that lesson study requires can inhibit teachers and schools from sustaining it as a form of on-going professional development. Although these themes are consistent with the research on lesson study in Japan and elsewhere in the United States, they also extend the research on self-efficacy and science teacher professional development. In the end, this study supported some of the conclusions of the self-efficacy research as it relates to professional development while also adding that interpersonal

Development of preservice elementary teachers' science self- efficacy beliefs and its relation to science conceptual understanding

NASA Astrophysics Data System (ADS)

Menon, Deepika

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers' science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self-efficacy

Self-Efficacy of Teacher Candidates for Teaching First Reading and Writing

ERIC Educational Resources Information Center

Gündogmus, Hatice Degirmenci

2018-01-01

The purpose of this study is to determine by different variables the self-efficacy of a teacher candidate for teaching first reading and writing in their 3rd and 4th year in the department of primary school teaching. In line with the purpose of the study, the self-efficacy levels of teacher candidates for teaching first reading and writing were…

Stressors, Self-Efficacy, Coping Resources, and Burnout among Secondary School Teachers in Spain

ERIC Educational Resources Information Center

Betoret, Fernando Domenech

2006-01-01

The relationships among teacher occupational stressors, self-efficacy, coping resources, and burnout were investigated in a sample of 247 Spanish secondary school teachers. Concretely, two specific aims were formulated in order to examine the effect of teaching stressors on teacher burnout and the role of self-efficacy and school coping resources…

Preschool Teachers' Perceived Math Anxiety and Self-Efficacy for Teaching Mathematics

ERIC Educational Resources Information Center

Cook, Carolyn D.

2017-01-01

This study explored the relationship between math anxiety and perceived self-efficacy for teaching mathematics in preschool teachers. Perceptions of and attributions for the teachers' perceived math anxiety and perceived self-efficacy for teaching mathematics were also explored. The study employed a mixed-method design consisting of both…

Special Education Teachers' Self-Efficacy Beliefs in a Large Urban High School

ERIC Educational Resources Information Center

Seebeck, Kelly A.

2016-01-01

The purpose of this study was to identify if special education teachers' self-efficacy beliefs are impacted by student engagement, instructional strategies, and classroom management. Specifically, this study focused on the self-efficacy of high school special education teachers in an urban setting. This was a correlational quantitative design…

The Relationship between Principals' and Teachers' Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Nikolas, Julie Marie

2013-01-01

The purpose of this research was to investigate the relationship between principals' and teachers' self-efficacy beliefs. The study focused on the efficacy beliefs in instructional leadership, instructional strategies, school management, classroom management, and the effect of specific demographics on efficacy beliefs. The study, conducted during…

Investigating the Relationship between Teaching Styles and Teacher Self-Efficacy among Some Iranian ESP University Instructors

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Shakouri, Maryam

2017-01-01

This study examined the relationship between some Iranian ESP instructors' self-efficacy and their teaching styles. To this end, 87 ESP instructors were selected from various universities in Tehran, Iran. Data were collected using the "Teachers' Sense of Efficacy Scale" and the "Teaching Styles Inventory" (version 3.0). Results…

A Comparative Examination of Pre-Service Teacher Self-Efficacy Related to Literacy Instruction

ERIC Educational Resources Information Center

Helfrich, Sara R.; Clark, Sarah K.

2016-01-01

This study investigated differences in self-efficacy to teach literacy between two groups of pre-service teachers. The authors hypothesized that pre-service teachers enrolled in one program focusing on fewer grade levels (K-3) and requiring more literacy-focused courses would have higher self-efficacy than pre-service teachers enrolled in another…

The HIV Medication Taking Self-Efficacy Scale: Psychometric Evaluation

PubMed Central

Erlen, Judith A.; Cha, EunSeok; Kim, Kevin H.; Caruthers, Donna; Sereika, Susan M.

2010-01-01

Aim This paper is a report of an examination of the psychometric properties of the HIV Medication Taking Self-efficacy Scale. Background Self-efficacy is a critically important component of strategies to improve HIV medication-taking; however, valid and reliable tools for assessing HIV medication-taking self-efficacy are limited. Method We used a cross-sectional, correlational design. Between 2003 and 2007, 326 participants were recruited from sites in Pennsylvania and Ohio in the United States of America. Six self-report questionnaires administered at baseline and 12 weeks later during “Improving Adherence to Antiretroviral Therapy” were used to examine the variables of interest. Means and variances, reliability, criterion, and construct validity of the HIV Medication Taking Self-efficacy Scale were assessed. Findings Participants reported high self-confidence in their ability to carry out specific medication-related tasks (mean=8.31) and in the medication’s ability to effect good outcomes (mean=8.56). The HIV Medication Taking Self-efficacy Scale and subscales showed excellent reliability (α = .93 ~ .94). Criterion validity was well-established by examining the relationships between the HIV Medication Taking Self-efficacy Scale and selected physiological and psychological factors, and self-reported medication adherence (r = −.20 ~ .58). A two-factor model with a correlation between self-efficacy belief and outcome expectancy fitted the data well (model χ2 = 3871.95, df = 325, p<001; CFA =.96; RMSEA =.046). Conclusion The HIV Medication Taking Self-efficacy Scale is a psychometrically sound measure of medication-taking self-efficacy for use by researchers and clinicians with people with HIV. The findings offer insight into the development of interventions to promote self-efficacy and medication adherence in persons with HIV. PMID:20722799

Do Pre-Service Teachers Feel Ready to Teach in Inclusive Classrooms? A Four Country Study of Teaching Self-Efficacy

ERIC Educational Resources Information Center

Loreman, Tim; Sharma, Umesh; Forlin, Chris

2013-01-01

This paper reports the results of an international study examining pre-service teacher reports of teaching self-efficacy for inclusive education; principally focusing on the explanatory relationship between a scale designed to measure teaching self-efficacy in this area and key demographic variables within Canada, Australia, Hong Kong, and…

The Adoption and Integration of Technology Within the Classroom: Teacher Self-Efficacy Beliefs

NASA Astrophysics Data System (ADS)

Haight, Kevin W.

Many teachers are failing to incorporate technology into their classroom instruction. Researchers have reported a general failure in this regard; however, minimal study is available on the role of teacher self-efficacy in incorporating technology into pedagogy. This sequential, mixed-method study sought to discover whether a significant correlation exists between teacher self-efficacy and technology adoption within an urban K--12 school district. The conceptual framework for the research is grounded in Bandura's theory of self-efficacy. A sample of K--12 faculty members completed a 38-item Likert-type survey designed to measure self-efficacy as it relates to the integration of technology within the classroom. Quantitative data were analyzed using a Pearson product-moment correlation to identify relationships between self-efficacy and technology adoption. In the qualitative phase of the study, 6 participants were interviewed. Constant comparison was performed to analyze the transcribed interview data. The findings indicated a positive correlation between teacher self-efficacy and the integration of technology. The results provide valuable information needed to address the concerns and fears of teachers as they integrate technology into their classroom instruction. Implications for social change include providing educators and administrators with the needed data to develop the skills required to teach technology to their students. Acquiring technical skills will prepare students to become more competitive in a technology based society and for further educational endeavors.

Parental self-efficacy and its measurement - an evaluation of a parental self-efficacy measurement scale.

PubMed

Purssell, Edward; While, Alison

2013-05-01

To field test a parental self-efficacy scale regarding its acceptability and feasibility and to describe parental self-efficacy in a convenience sample of parents with children aged 6 years old or less. Self-care within families is increasingly emphasised in health policy as a means of maximising healthcare resources. This study reports the field testing of a scale designed to measure parental self-efficacy. Cross-sectional survey of parents of children aged 6 years old or less. Subjects were recruited through a parenting internet website (n = 84) and local parenting and community organisations (n = 68) and asked to complete a questionnaire containing the scale. Data collection took place between January and August 2011. The scale, previously validated with an expert panel of professionals, gathered information about parental self-efficacy when administered either directly or through an on-line data collection portal, although there were more missing data when administered via the Internet. Although convenience and self-selecting samples precluded parameter estimation, areas of concern highlighted were difficulties differentiating children with serious illnesses and the use of the Personal Child Health Record. Use of the Internet was widespread, as was use of community pharmacists and nursery staff. Although the primary purpose was not to collect specific data, the data indicated the continuing concern of parents regarding serious illness and where additional investment may be required to meet parental needs and expectations. The previously validated scale can be used to collect information about parental self-efficacy either through a paper questionnaire or the Internet. Although there was slightly more missing data from the Internet version, the ease of its administration makes this an attractive option. Parents generally reported high levels of self-efficacy and satisfaction with services; however, the scale was able to identify areas where further investment

Inspiring Instructional Change in Elementary School Science: The Relationship Between Enhanced Self-efficacy and Teacher Practices

NASA Astrophysics Data System (ADS)

Sandholtz, Judith Haymore; Ringstaff, Cathy

2014-10-01

This longitudinal study examined the extent to which teachers' participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second grade classrooms in rural school districts. Data sources, administered pre-program and at the end of each year, included a self-efficacy assessment and teacher survey. Interviews and classroom observations provided corroborating data about teachers' beliefs and science instruction. Results showed significant increases in teachers' overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 3 years. Gains in self-efficacy were correlated with changes in reported instructional practices, particularly student participation activities. However, changes in self-efficacy tended not to be correlated with changes in instructional time. Contextual factors beyond teachers' direct control, such as curricular and testing requirements in mathematics and language arts influenced time allotted to science instruction.

Shall We Overcome? Self-Efficacy, Teacher Licensure Exams, and African American Preservice Teachers

ERIC Educational Resources Information Center

Petchauer, Emery

2016-01-01

This article reports findings from a 3-year qualitative study exploring the experiences of African American preservice teachers as they prepared for the Praxis "basic skills" teacher-licensure exam, a gatekeeper to many teacher-education programs. Using the construct of self-efficacy, results illustrate how students assess their Praxis…

The Differential Antecedents of Self-Efficacy Beliefs of Novice and Experienced Teachers

ERIC Educational Resources Information Center

Tschannen-Moran, Megan; Hoy, Anita Woolfolk

2007-01-01

Among the sources of teachers' self-efficacy beliefs, mastery experiences are postulated to be the most potent. Thus it seems likely that other sources of self-efficacy would play a larger role early in learning when fewer mastery experiences are available. Among the 255 novice and careers teachers who participated in this study, contextual…

The Exploration of Elementary School Teachers' Internet Self-Efficacy and Information Commitments: A Study in Taiwan

ERIC Educational Resources Information Center

Wu, Ying-Tien; Wang, Li-Jen

2015-01-01

This study aimed to explore teachers' Internet self-efficacy and information commitments. More importantly, this study also attempted to identify possible factors that affect the teachers' Internet self-efficacy. The participants were 301 elementary school teachers. In this study, the Internet Self-efficacy Survey (ISS) and the Information…

Conceptual and Psychometric Properties of a Self-Efficacy Perception Scale Based on Teaching Turkish as a Foreign Language

ERIC Educational Resources Information Center

Sahin, Cavus; Eryaman, Mustafa Yunus; Kocer, Tugba; Kocer, Omer

2013-01-01

The main purpose of this descriptive research study is to investigate the conceptual and psychometric properties of a self-efficacy perception scale developed for determining self-efficacy perception of 3rd and 4th grade Turkish pre-service teachers, who took Turkish as a Foreign Language (TFL) course theoretically in undergraduate level, towards…

Improving Teaching Self-Efficacy for Teachers in Inclusive Classrooms in Hong Kong

ERIC Educational Resources Information Center

Chao, Chih Nuo Grace; Forlin, Chris; Ho, Fuk Chuen

2016-01-01

This study investigated changes in teacher self-efficacy for inclusive practice using a mixed method research design. Participants were 417 in-service teachers in Hong Kong taking a 1-week basic teacher-training course about inclusive education. Data were collected pre and post participation in the course using the Teacher Efficacy for Inclusive…

Pre-Service EFL Teachers' Self-Efficacy Beliefs, Goal Orientations, and Participations in an Online Learning Environment

ERIC Educational Resources Information Center

Ucar, Hasan; Yazici Bozkaya, Mujgan

2016-01-01

This study examined the pre-service EFL teachers' self-efficacy beliefs, goal orientations, and participations in an online learning environment. Embedded mixed design was used in the study. In the quantitative part of the study, the participants were 186 senior pre-service EFL teachers and data were collected on two scales and a questionnaire.…

Enhancing of Self-Efficacy in Teacher Education Students

ERIC Educational Resources Information Center

Malinauskas, Romualdas K.

2017-01-01

In this study, the effectiveness of training module on enhancing self-efficacy in teacher education students was investigated. Sixty-eight (68) teacher education students (M age = 22.74; SD = 0.57) participated in this study, 36 of whom were assigned to an experimental group and the other 32 were assigned to a control group. The training module on…

Can Teachers' Self-Reported Efficacy, Concerns, and Attitudes toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?

ERIC Educational Resources Information Center

Sharma, Umesh; Sokal, Laura

2016-01-01

This research was undertaken to determine if significant relationships exist between teachers' self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in…

Nanotechnology and Secondary Science Teacher's Self-Efficacy

NASA Astrophysics Data System (ADS)

Cox, Elena K.

The recommendations of the United States President's Council of Advisors on Science and Technology and the multi-agency National Nanotechnology Initiative (NNI) identified the need to prepare the workforce and specialists in the field of nanotechnology in order for the United States to continue to compete in the global marketplace. There is a lack of research reported in recent literature on the readiness of secondary science teachers to introduce higher level sciences---specifically nanotechnology---in their classes. The central research question of this study examined secondary science teachers' beliefs about teaching nanotechnology comfortably, effectively, and successfully. Bandura's self-efficacy theory provided the conceptual framework for this phenomenological study. A data analysis rubric was used to identify themes and patterns that emerged from detailed descriptions during in-depth interviews with 15 secondary science teachers. The analysis revealed the shared, lived experiences of teachers and their beliefs about their effectiveness and comfort in teaching higher-level sciences, specifically nanotechnology. The results of the study indicated that, with rare exceptions, secondary science teachers do not feel comfortable or effective, nor do they believe they have adequate training to teach nanotechnology concepts to their students. These teachers believed they were not prepared or trained in incorporating these higher level science concepts in the curriculum. Secondary science teachers' self-efficacy and personal beliefs of effectiveness in teaching nanotechnology can be an important component in achieving a positive social change by helping to familiarize high school students with nanotechnology and how it can benefit society and the future of science.

Impact of Teacher Preparation upon Teacher Efficacy

ERIC Educational Resources Information Center

Redmon, Robert J.

2007-01-01

A cohort of students in a teacher preparation program completed questionnaires measuring their feelings of teacher self efficacy at three points in the program. Results suggest that pre-service teachers' feelings of self efficacy do improve as a result of their participation in such programs. (Contains 1 figure and 1 table. Teacher Efficacy…

Teacher's Computer Self-Efficacy and Its Relationship with Cognitive Style and TPACK

ERIC Educational Resources Information Center

López-Vargas, Omar; Duarte-Suárez, Leydy; Ibáñez-Ibáñez, Jaime

2017-01-01

The research reviews the existing relationship between teachers' computer self-efficacy, cognitive style in the field dependence-independence (FDI) dimension, and technological pedagogical content knowledge (TPACK). It also inquired into the influence of teachers' performance area on self-efficacy and TPACK. In total, 208 teachers from a public…

Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses

ERIC Educational Resources Information Center

Menon, Deepika; Sadler, Troy D.

2018-01-01

Self-efficacy beliefs play a major role in determining teachers' science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers' science teaching self-efficacy beliefs in a physical science content…

``It depends on what science teacher you got'': urban science self-efficacy from teacher and student voices

NASA Astrophysics Data System (ADS)

Bolshakova, Virginia L. J.; Johnson, Carla C.; Czerniak, Charlene M.

2011-12-01

In the United States today, urban schools serve the majority of high-poverty and high minority populations including large numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future science achievement and science-related careers of their students. This qualitative study explores how three science teachers' effectiveness in the classroom impacts students' science self-efficacy beliefs at one urban middle school. Hispanic students were the focus of this investigation due to demographics and history of underperformance within this district. Teachers' perspectives, as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics that influence students' interests and motivation to learn science using a framework to link teachers' sense of efficacy (focusing on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened student science self-efficacy and increased science achievement. Building awareness and support in teachers' sense of efficacy, as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition to middle school may construct permanence and accomplishment for all in science.

The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers

ERIC Educational Resources Information Center

Briley, Jason S.

2012-01-01

Ninety-five elementary pre-service teachers enrolled in a mathematics content course for elementary school teachers completed 3 surveys to measure mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs. The pre-service teachers who reported stronger beliefs in their capabilities to teach mathematics effectively were…

In-Service Teachers' Internet Self-Efficacy: A Re-Examination of Gender Differences

ERIC Educational Resources Information Center

Kahraman, Sakip; Yilmaz, Zeynel Abidin

2018-01-01

Teachers' Internet self-efficacy plays a critical role in their web-based professional development and on their students' learning outcomes in Internet-based learning environments. It is therefore important to periodically measure and evaluate teachers' self-efficacy regarding the Internet, which is a dynamic technology, using an instrument that…

Examining teacher self-efficacy about best practices in science during a professional development series

NASA Astrophysics Data System (ADS)

Menez, Jessica L.

Using extant data that were collected as part of a larger project, the current study examined teacher self-efficacy and the teachers' intentions to implement workshop content throughout the course of a six-week professional development workshop focused on enhancing science motivation for students through the adoption of specific instructional strategies. There were a total of 20 middle and high school teacher participants. Results indicated teacher self-efficacy changed significantly from pre to post. Teachers showed higher teacher self-efficacy after the professional development, in particular for influencing student engagement. In addition, we found a moderate correlation between the level of confidence after the implementation of a strategy and teachers intention of trying the strategy again. Finally, new direction for future research topics made possible by this study are presented.

Validation of the Sexual Communication Self-Efficacy Scale

ERIC Educational Resources Information Center

Quinn-Nilas, Christopher; Milhausen, Robin R.; Breuer, Rebecca; Bailey, Julia; Pavlou, Menelaos; DiClemente, Ralph J.; Wingood, Gina M.

2016-01-01

This study assessed a newly developed Sexual Communication Self-Efficacy Scale designed to measure the sexual communication self-efficacy of adolescent men and women. Three-hundred and seventy-four U.K. adolescents completed this new scale, along with several other validity measures. Factor analysis revealed that the Sexual Communication…

Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students

NASA Astrophysics Data System (ADS)

Palmer, D. H.

2006-12-01

Self-efficacy has been shown to be an issue of concern for primary teacher education students - many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. It could also be argued that there are additional sources of self-efficacy that apply to primary teacher education students, namely cognitive content mastery, cognitive pedagogical mastery and simulated modelling. The main purpose of the present paper was to investigate the relative importance of the various sources of self-efficacy in a primary science methods course. Data on changes in self-efficacy and sources of self-efficacy were collected throughout the course using formal and informal surveys. It was found that the main source of self-efficacy was cognitive pedagogical mastery.

Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking

NASA Astrophysics Data System (ADS)

Jaipal-Jamani, Kamini; Angeli, Charoula

2017-04-01

The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' ( n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers' interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of computational thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers' self-efficacy, science knowledge, and computational thinking skills in higher education science classroom contexts.

Beginning Special Education Teachers in Israel: Perceived Self-Efficacy

ERIC Educational Resources Information Center

Gavish, Bella; Bar-On, Sari; shein-kahalon, Rivka

2016-01-01

The purpose of this study was to examine perceived self-efficacy among beginning special education teachers in Israel related to their educational roles and responsibilities. Ninety-three first-year teachers participated in the study. The research was carried out using the mixed method approach, combining qualitative and quantitative research…

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

ERIC Educational Resources Information Center

Moalosi, Smitta Waitshega Tefo

2013-01-01

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…

An English Teacher's Developing Self-Efficacy Beliefs in Using Groupwork

ERIC Educational Resources Information Center

Wyatt, Mark

2010-01-01

In this article, I explore how an English teacher's self-efficacy beliefs in using groupwork developed, specifically with regard to his work with young learners, while he was engaged part-time on an in-service BA TESOL programme in the Middle East. Using qualitative case study methodology, I uncover various aspects of his self-efficacy growth,…

Primary Education Teachers' Self-Efficacy Beliefs for Teaching Geography Lessons

ERIC Educational Resources Information Center

Bent, Gert Jan; Bakx, Anouke; den Brok, Perry

2017-01-01

This study was carried out to investigate the primary education teachers' self-efficacy regarding geography education, their beliefs regarding the classroom learning environment, and how these beliefs were related to each other and to teachers' background characteristics. Questionnaire data were collected from 489 Dutch primary school teachers.…

The Influence of High-Stakes Testing on Teacher Self-Efficacy and Job-Related Stress

ERIC Educational Resources Information Center

Gonzalez, Alejandro; Peters, Michelle L.; Orange, Amy; Grigsby, Bettye

2017-01-01

In the United States, teachers' job-related stress and self-efficacy levels across all grades are influenced in some manner by the demands of high-stakes testing. This sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas…

The Effect of Strengths Awareness and Development on the Self-Efficacy of Teachers

ERIC Educational Resources Information Center

Griffin, Lauren Elyse

2016-01-01

Increasing teacher efficacy poses challenges to educational leaders, highlighting the need for a study of the awareness and development of strengths related to teacher efficacy. The purpose of the current study was to examine the effect of the awareness and development of strengths on teachers' perceived self-efficacy, as well as to determine if…

Early Career Teachers' Self-Efficacy for Balanced Reading Instruction

ERIC Educational Resources Information Center

Hastings, Petra

2012-01-01

According to Bandura (1986; 1997), perceptions of efficacy are based on four sources: enactive attainment; vicarious experience; physiological and emotional states; and verbal persuasion. The factors affecting Early Career Teachers' self-efficacy for reading instruction are closely related to these four sources. It is not difficult to imagine an…

An Investigation Regarding the Preservice Teachers' Emotional Literacy Levels and Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Küçüktepe, Seval Eminoglu; Akbag, Müge; Özmercan, Esra Eminoglu

2017-01-01

Self-efficacy beliefs and emotional literacy skills are considered as one of the most fundamental characteristics of teachers to create positive effects on students. The aim of this study is to investigate the relationship between preservice teachers' self-efficacy beliefs and their emotional literacy levels. This study is designed as a relational…

Generalist Teachers' Self-Efficacy in Primary School Music Teaching

ERIC Educational Resources Information Center

de Vries, Peter

2013-01-01

This qualitative study focuses on the music teaching experiences of five Australian generalist primary school teachers in their third year of teaching. The aim was to identify these teachers' current practices in teaching music, in particular their self-efficacy in relation to teaching music. A narrative inquiry methodology was employed, drawing…

Technical Analysis of Teacher Responses to the Self-Evaluation Scale-Teacher (SES-T) Version

ERIC Educational Resources Information Center

Erford, Bradley T.; Lowe, Samantha; Chang, Catherine Y.

2011-01-01

The Self-Evaluation Scale--Teacher version, used to assess teacher perceived self-esteem of students, was analyzed. A unidimensional model emerged from exploratory factor analysis, with cautious acceptance of data fit. Reliability and external aspects of validity were supported by the Self-Evaluation Scale--Teacher data.

Relationship of Self-Efficacy and Teacher Knowledge for Prospective Elementary Education Teachers

ERIC Educational Resources Information Center

Sharp, Ann C.; Brandt, Lorilynn; Tuft, Elaine A.; Jay, Sandy

2016-01-01

This research investigates relationships between prospective teachers' self-efficacy of literacy instruction and their growing knowledge of literacy essentials. An instrument was used that is one part self-ratings of confidence levels in teaching specific literacy skills and one part assessment of literacy knowledge required to teach those skills.…

Korean Early Childhood Educators' Multi-Dimensional Teacher Self-Efficacy and ECE Center Climate and Depression Severity in Teachers as Contributing Factors

ERIC Educational Resources Information Center

Kim, Yeon Ha; Kim, Yang Eun

2010-01-01

This study investigated profiles of South Korean early childhood educators' teacher self-efficacy and contributing factors to teacher self-efficacy. The contributing factors were examined with a focus on early childhood education (ECE) center climate and depression severity in teachers as well as teacher and classroom characteristics. The results…

Initial Teacher Education: Does Self-Efficacy Influence Candidate Teacher Academic Achievement and Future Career Performance?

ERIC Educational Resources Information Center

Shawer, Saad F.

2013-01-01

This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of…

Humility and Forgiveness as Predictors of Teacher Self-Efficacy

ERIC Educational Resources Information Center

Sezgin, Ferudun; Erdogan, Onur

2018-01-01

This study explores the predictive influence of teachers' humility and forgiveness on their self-efficacy perceptions. The population of this research consists of teachers who work at public primary and secondary schools located in the central districts of Ankara, Turkey. The sample of the study is composed of 303 primary and secondary school…

A Quantitative Study Examining Teacher Stress, Burnout, and Self-Efficacy

ERIC Educational Resources Information Center

Stephenson, Timar D.

2012-01-01

The purpose of this quantitative, correlational study was to examine the relationships between stress, burnout, and self-efficacy in public school teachers in the Turks and Caicos Islands. The Teacher Stress Inventory was used to collect data on teacher stress, the Maslach Burnout Inventory Educators Survey was used to obtain data on teacher…

Pre-Service Early Childhood Teachers' Self-Efficacy Beliefs towards Parent Involvement

ERIC Educational Resources Information Center

Alaçam, Nur; Olgan, Refika

2017-01-01

This study aimed to investigate the parent involvement self-efficacy beliefs held by pre-service early childhood teachers and their self-reported skills in implementing parent involvement strategies. Another aim was to examine the impact made on parent involvement self-efficacy beliefs by taking a course on parent involvement and by self-reported…

Exploring Teacher Self-Efficacy for Inclusive Practices in Three Diverse Countries

ERIC Educational Resources Information Center

Malinen, Olli-Pekka; Savolainen, Hannu; Engelbrecht, Petra; Xu, Jiacheng; Nel, Mirna; Nel, Norma; Tlale, Dan

2013-01-01

The purpose of this study was to explain teachers' perceived efficacy for teaching in inclusive classrooms by using a sample of 1911 in-service teachers from China, Finland, and South Africa. Bandura's theory of self-efficacy was used as a starting point to develop distinct models for each country. We found that in all countries, experience in…

Exploring the Relationship between Self-Efficacy and Career Commitment among Early Career Agriculture Teachers

ERIC Educational Resources Information Center

McKim, Aaron J.; Velez, Jonathan J.

2015-01-01

The purpose of this study was to investigate the differences in career commitment and perceived efficacy among early career agriculture teachers as well as the relationships between early career agriculture teachers' perceived efficacy and career commitment. Five areas of self-efficacy were investigated among early career agriculture teachers in…

How Can Student Success Support Teacher Self-Efficacy and Retention?

ERIC Educational Resources Information Center

Pedota, Paul J.

2015-01-01

As they embrace their new profession, teachers across the country face many challenges as they strive to reach all students and have each succeed. Student success or lack of success impacts teacher self-efficacy, and ultimately the decision as to whether to remain in the profession. This article explores how teachers can support the academic…

Rural High School Teachers' Self-Efficacy in Student Engagement, Instructional Strategies, and Classroom Management

ERIC Educational Resources Information Center

Shoulders, Tori L.; Krei, Melinda Scott

2015-01-01

The purpose of this study was to compare the differences in rural high school teachers' (n = 256) self-efficacy in student engagement, instructional practices, and classroom management using selected teacher characteristics. Analysis of variance showed significant mean differences between different levels of education in self-efficacy for…

Self-Efficacy Ratings of Technology Proficiency among Teachers in Mexico and Texas

ERIC Educational Resources Information Center

Morales, Cesareo; Knezek, Gerald; Christensen, Rhonda

2008-01-01

The Technology Proficiency Self-Assessment (TPSA) questionnaire was administered to 978 elementary and middle school teachers from Mexico City, and 932 elementary and middle school teachers from the Dallas, Texas, metroplex in the USA, in order to examine self-efficacy similarities and differences for technology proficiency self-appraisals in a…

Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout.

PubMed

Doménech Betoret, Fernando; Gómez Artiga, Amparo

2010-11-01

This study examines the relationships among stressors, coping strategies, self-efficacy and burnout in a sample of 724 Spanish primary and secondary teachers. We understood stressors as barriers perceived by teachers that interfere with their work meeting learning objectives and which cause them stress and burnout. An analysis of teacher responses using hierarchical regression revealed that pedagogical barriers had significant positive effects on the burnout dimensions. Furthermore, the results show not only the moderator role played by coping strategies in the pedagogical barriers-burnout dimensions relationship, but also the association between self-efficacy and the coping strategies used by teachers. Practical implications are discussed.

An Investigation of the Relationship between Preservice Science Teachers' Epistemological Beliefs about the Nature of Science and Their Self-Efficacy Perceptions

ERIC Educational Resources Information Center

Zorlu, Yusuf

2017-01-01

This study aims to investigate the relationship between preservice science teachers' epistemological beliefs about the nature of science (NOS) and their science learning self-efficacy perceptions by adapting a science learning self-efficacy scale for use in Turkey. This study is model as "Relational Survey". A total of 125 preservice…

Examining Relationship between Teachers' Self-Efficacy and Job Satisfaction

ERIC Educational Resources Information Center

Türkoglu, Muhammet Emin; Cansoy, Ramazan; Parlar, Hanifi

2017-01-01

Teaching in the 21st century poses many challenges for teachers, and thus, they need to take on more roles in their schools to meet the expectations of students, parents and the school community. In this regard, this study examined the relationship between teachers' self-efficacy beliefs and their job satisfaction. Participants of the study were…

Perceived Teacher Self-Efficacy of Teacher Candidates Enrolled in the Pedagogical Formation Certificate Program

ERIC Educational Resources Information Center

Güngör, Sabri; Özdemir, Yalçin

2017-01-01

This study aims to determine the variables affecting teacher candidates' perceived self-efficacy levels. The study was conducted with 560 students who attended the pedagogical formation programs, a type of teacher training program, run by two different universities in Turkey during the academic year of 2016-2017. The data was obtained by Teachers'…

A Critical Examination of Normalistas' Self-Conceptualization and Teacher-Efficacy

ERIC Educational Resources Information Center

Flores, Belinda Bustos; Clark, Ellen Riojas

2004-01-01

Prior to entering a U.S. bilingual teacher preparation program, Mexican teachers ("normalistas") were assessed regarding their ethnic identity, self-conceptualization, and teaching efficacy. The findings indicated that normalistas' ethnic identity is tied to country of origin, rather than their adopted country. Five salient conceptualization…

The impact of Next Generation Science Standards (NGSS) professional development on the self-efficacy of science teachers

NASA Astrophysics Data System (ADS)

Akella, Somi Devi M.

In 2012, the National Research Council introduced the Next Generation Science Standards (NGSS), which were created to improve the K-12 education in the U.S. and stress the importance of providing professional development (PD) to acquire the knowledge, skills, and self-efficacy to design lessons to meet high standards of teaching and learning. Bandura's (1977) theory of self-efficacy posits that people are motivated to perform an action if they are confident that they can perform the action successfully. The purpose of this survey research was to investigate the impact of professional development on the self-efficacy of science teachers with regard to the NGSS practice of Analyzing and Interpreting Data as well as to probe teachers' perceptions of barriers to their self-efficacy in applying this practice. The study found that focused and targeted PD helped improve participants' self-efficacy in incorporating the NGSS practices and addressed several barriers to teacher self-efficacy. In response to findings, Akella's Science Teaching Efficacy Professional Development (ASTEPD) model is proposed as a tool to guide PD practice and, thus, helps improve teacher self-efficacy.

Development and Analysis of a Scale for Meauring Teachers' Sense of Efficacy in Urban Schools (SEUS).

PubMed

Garner, Mary; Kokan, Julie; Annis, Kathy; Baker, Mark; Phillips, Maggie; Head, Catherine; Hearrington, Doug; Yanosky, Daniel; Holbein, Marie

2015-01-01

Research in teacher self-efficacy has a long history that can be traced back to Bandura (1986) and has been shown to be linked to teacher performance. This article presents evidence for teacher self-efficacy in urban schools, a construct that is separate from but related to the more general construct of teacher self-efficacy. An instrument was developed and validated by a team of university faculty, urban teachers, and school administrators. The Teachers' Sense of Efficacy in Urban Schools (SEUS) is a 15-item instrument designed to address factors that are important for success in teaching in an urban environment, including working effectively with English language learners, students with disabilities, economically disadvantaged students, cultural diversity, literacy, technology, differentiation, and assessment data. The present study analyzes SEUS on multiple levels, using the Rasch partial credit model.

Primary School Teachers' Realization Levels of Self-Regulated Learning Practices and Sense of Efficacy

ERIC Educational Resources Information Center

Tanriseven, Isil

2013-01-01

The purpose of this study is to investigate primary school teachers' realization levels of self-regulated learning practices and sense of efficacy and the relationship between their realization levels of self-regulated learning practices and sense of efficacy. Survey research was conducted on 400 primary school teachers from 20 elementary schools…

The Impact of Professional Development Training in Autism and Experience on Teachers' Self-Efficacy

ERIC Educational Resources Information Center

Biasotti, Nancy

2013-01-01

Regular education teachers' self-efficacy may be negatively impacted due to a lack of professional development and experience teaching students with Autism Spectrum Disorder (ASD). Research links teacher self-efficacy with increased student academic achievement. The purpose of this study was to examine to what degree training on ASD during and…

The Effects of Student Verbal and Nonverbal Responsiveness on Teacher Self-Efficacy and Job Satisfaction

ERIC Educational Resources Information Center

Mottet, Timothy P.; Beebe, Steven A.; Raffeld, Paul C.; Medlock, Amanda L.

2004-01-01

The purpose of this study was to examine the effects of student verbal and nonverbal responsiveness on teacher self-efficacy and job satisfaction. Over a quarter (26%) of the total variance in teacher self-efficacy and over half (53%) of the total variance in teacher job satisfaction were attributable to student verbal and nonverbal…

Effects of Self-Efficacy on Social Entrepreneurship in Education: A Correlational Research

ERIC Educational Resources Information Center

Konakll, Tugba

2015-01-01

The aim of this research is to determine the effects of pre-service teachers' self-efficacy on their social entrepreneurship characteristics. The population of this study consisted of 220 randomly selected pre-service teachers in Kocaeli University Faculty of Education in Turkey. General Self Efficacy Scale-Turkish Form and Pre-service Teachers'…

A Self-Efficacy Scale for Chemical Dependency in Adolescence.

ERIC Educational Resources Information Center

St. Mary, Sharon; Russo, Thomas J.

This study was conducted to develop a scale that assesses perceptions of self-efficacy in potentially stressful situations for chemically dependent adolescents. Adolescent subjects (N=100) currently receiving treatment for chemical dependency were given a 20-situation questionnaire, the Adolescent Self-Efficacy Scale (ASES). Students were…

Teachers' Emotional Labour, Discrete Emotions, and Classroom Management Self-Efficacy

ERIC Educational Resources Information Center

Lee, Mikyoung; van Vlack, Stephen

2018-01-01

Extending research on teachers' emotions beyond general educational contexts and Western samples, we examined how teachers' emotions correlated with their emotional labour strategies and classroom management self-efficacy with an East-Asian sample in an English teaching context (127 Korean English teachers). Surface acting (emotional expressions…

The Relationship between Bureaucratic School Structures and Teacher Self-Efficacy

ERIC Educational Resources Information Center

Kilinç, Ali Çagatay; Kosar, Serkan; Er, Emre; Ögdem, Zeki

2016-01-01

The purpose of this study was to examine the relationship between bureaucratic school structures and teachers' self-efficacy. Participants included 252 teachers from 15 primary schools in Ankara, Turkey. Mean, standard deviation, correlation, and regression analyses were conducted. Results indicated that bureaucratic school structures and teacher…

Microteaching and Pre-Service Teachers' Sense of Self-Efficacy in Teaching

ERIC Educational Resources Information Center

Arsal, Zeki

2014-01-01

This study examined the effect of microteaching on pre-service teachers' sense of self-efficacy in teaching using a pre-test/post-test quasi-experimental design. The sample of the study consisted of 70 pre-service teachers on a special education teacher preparation programme. The pre-service teachers in the experimental group were exposed to…

Practicum Teachers' Perceptions of Success in Relation to Self-Efficacy (Perceived Competence)

ERIC Educational Resources Information Center

Anderson, Kirk; Walker, Keith; Ralph, Edwin

2009-01-01

How do student teachers gain confidence in their teaching abilities as part of their school-based practicum experience while increasing their self-efficacy from the successes of their practicum? To understand this question better, we explored preservice teachers' post-practicum accounts of experiences of success in relation to efficacy (Bandura,…

TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers

ERIC Educational Resources Information Center

Keser, Hafize; Karaoglan Yilmaz, Fatma Gizem; Yilmaz, Ramazan

2015-01-01

This study compared the technological pedagogical content knowledge (TPACK) competency of pre-service teachers with their self-efficacy perception towards technology integration, based on various variables; and the correlation between their TPACK competencies and self-efficacy perceptions towards technology integration were examined. The study…

Effect of Leadership Experience on Agricultural Education Student Teacher Self-Efficacy in Classroom Management

ERIC Educational Resources Information Center

Wolf, Kattlyn J.; Foster, Daniel D.; Birkenholz, Robert J.

2009-01-01

Beginning agriculture teachers often cite classroom management as the most important problem they face in their careers. The purpose of this study was to assess the effect of leadership experience on self-perceived teacher efficacy among agricultural education student teachers. The three dimensions of teacher efficacy addressed in this study…

Teacher Education Students: Their Experience of Mathematics Anxiety, Self-Efficacy, and Teacher Professional Development

ERIC Educational Resources Information Center

Olson, Amy M.

2014-01-01

This dissertation adds to the teacher education literature by exploring the experiences education students have of mathematics anxiety and self-efficacy for teaching and learning mathematics. Further, the utility of a specific in-service teacher professional development project, focused on improving rational number instruction, in pre-service…

Prospective Primary Teachers' Self-Efficacy and Emotions in Science Teaching

ERIC Educational Resources Information Center

Brigido, Maria; Borrachero, Ana Belen; Bermejo, Maria Luisa; Mellado, Vicente

2013-01-01

The self-efficacy of prospective primary teachers was studied, considering in particular the relationship of that construct with the emotions they expect to experience as future science teachers, differentiating between when they will be teaching the content of the "nature sciences" (biology and geology) and that of the "hard…

Investigating the Latent Structure of the Teacher Efficacy Scale

ERIC Educational Resources Information Center

Wagler, Amy; Wagler, Ron

2013-01-01

This article reevaluates the latent structure of the Teacher Efficacy Scale using confirmatory factor analyses (CFAs) on a sample of preservice teachers from a public university in the U.S. Southwest. The fit of a proposed two-factor CFA model with an error correlation structure consistent with internal/ external locus of control is compared to…

Teachers' Perceptions of Their Self-Efficacy and Effects of Principal Leadership Practices on Self-Efficacy Beliefs in Low and High-Performing Elementary Schools in South Carolina

ERIC Educational Resources Information Center

Simmons, Monica L.

2013-01-01

Teachers' Perceptions of their Self-Efficacy and Effects of Principal Leadership Practices on Self-Efficacy Beliefs in Low and High-Performing Elementary Schools in South Carolina (Under the direction of Dr. Vivian Brackett) Across the United States, school districts are challenged with attracting and attaining high quality teachers. Efficacious…

Investigation of Teachers' Self-Efficacy Beliefs, Locus of Control and Intercultural Sensitivities from the Perspective of Individual Differences

ERIC Educational Resources Information Center

Akca, Figen; Ulutas, Emrah; Yabanci, Cemile

2018-01-01

The purpose of this study is to examine the correlation between Teachers' Self-efficacy beliefs, locus of control and intercultural sensitivities and to analyze these variables based on various demographic variables. The data of the study were collected through teachers' locus of control scale developed by Sadowski, Taylor, Woodward, Peacher,…

Perceived self-efficacy and student-teacher relationships among diverse Title I students' achievement in science

NASA Astrophysics Data System (ADS)

Larry, Triaka A.

The need for more diversity in STEM-related careers and college majors is urgent. Self-efficacy and student-teacher relationships are factors that have been linked to influencing students’ pursuit of subject-specific careers and academic achievement. The impact of self-efficacy and student perceptions of teacher interpersonal behaviors on student achievement have been extensively researched in the areas of Mathematics and English, however, most studies using science achievement, as a criterion variable, were conducted using non-diverse, White upper middle class to affluent participants. In order to determine the strength of relationships between perceived science self-efficacy, and student perceptions of teacher interpersonal behaviors as factors that influence science achievement (science GPA), the Science Self-Efficacy Questionnaire (SSEQ) and Questionnaire on Teacher Interactions (QTI) were administered to twelfth grade students enrolled at a highly diverse urban Title I high school, while controlling for demographics, defined as gender, ethnicity, and minority status. Using a hierarchical multiple linear regression analysis, results demonstrated that the predictor variables (i.e., gender, ethnicity, minority status, science self-efficacy, and teacher interpersonal behaviors) accounted for 20.8% of the variance in science GPAs. Science self-efficacy made the strongest unique contribution to explaining science GPA, while minority status and gender were found to be statistically significant contributors to the full model as well. Ethnicity and teacher interpersonal behaviors did not make a statistically significant contribution to the variance in science GPA, and accounted for ≤ 1% of the variance. Implications and recommendations for future research are subsequently given.

The impact of asynchronous online course design for professional development on science-teacher self-efficacy

NASA Astrophysics Data System (ADS)

Long, Caryn L. Smith

This dissertation examines how various designs of asynchronous online courses for teacher professional development may impact science-teacher self-efficacy. Mayer's studies, providing the cognitive theory of multimedia learning, targeted designs of asynchronous online learning and the point where contributions of written, auditory, and visual information on these sites could cause cognitive overload (Mayer, 2005). With increasing usage of online resources for educators to gain teaching credits, understanding how to construct these professional development offerings is critical. Teacher self-efficacy can affect how well information from these courses relays to students in their classroom. This research explored the connection between online asynchronous professional development design and teacher self-efficacy through analysis of a physics-based course in three distinct course-design offerings, while collecting content-acquisition data and self-efficacy effects before and after participation. Results from this research showed teacher self-efficacy had improved in all online treatments which included a text-only, text and audio and text, audio and animation version of the same physics content. Content knowledge was most effected by the text-only and text and audio treatments with significan growth occurring in the remember, apply, and analyze levels of bloom's taxonomy. Due to the small number of participants, it cannot be said that these results are conclusive.

Technical Analysis of Scores on the "Self-Efficacy Self-Report Scale"

ERIC Educational Resources Information Center

Erford, Bradley T.; Schein, Hallie; Duncan, Kelly

2011-01-01

The purpose of this study was to provide preliminary analysis of reliability and validity of scores on the "Self-Efficacy Self-Report Scale", which was designed to assess general self-efficacy in students aged 10 to 17 years. Confirmatory factor analysis on cross-validated samples was conducted revealing a marginal fit of the data to the…

The Relationship between Personality, Sense of Efficacy, and Stress in Korean Teachers

PubMed Central

Park, Subin; Song, Yul-Mai; Ko, Guy-Nueo; Jhung, Kyungun; Ha, Kyooseob; Lee, Young-Ryeol

2016-01-01

Several studies have linked teachers' personality characteristics and sense of efficacy to stress. However, investigating the relationship between these three constructs in this context was limited. This study aims to investigate the relationship between personality, sense of efficacy and perceived stress among Korean teachers. A total of 137 teachers working in elementary, middle, and high schools located in Seoul, South Korea were recruited for the study. The participants were administered Temperament and Character Inventory, Teacher's Sense of Efficacy Scale (TSES), and Perceived Stress Scale. The TSES was negatively correlated with harm avoidance and positively correlated with persistence, self-directedness, cooperativeness, and self-transcendence. Perceived stress was positively correlated with harm avoidance and negatively correlated with persistence and self-directedness. The path analysis showed that harm avoidance directly predicted perceived stress (β=0.37, 95% CI=0.21–0.53, p=0.002), and self-directedness and persistence predicted one's sense of efficacy (β=0.18, 95% CI=0.01–0.39 and β=0.31, 95% CI=0.10–0.47), which predicted perceived stress (β=-0.21, 95% CI=-0.39 to -0.02). The results of the present study indicate that harm avoidance might be associated with stress-proneness, while persistence, self-directedness, and sense of efficacy might act as protective resources against stress in Korean teachers. PMID:27757136

The Relationship between Personality, Sense of Efficacy, and Stress in Korean Teachers.

PubMed

Park, Subin; Song, Yul-Mai; Ko, Guy-Nueo; Jhung, Kyungun; Ha, Kyooseob; Lee, Young-Ryeol; Kim, Yeni

2016-09-01

Several studies have linked teachers' personality characteristics and sense of efficacy to stress. However, investigating the relationship between these three constructs in this context was limited. This study aims to investigate the relationship between personality, sense of efficacy and perceived stress among Korean teachers. A total of 137 teachers working in elementary, middle, and high schools located in Seoul, South Korea were recruited for the study. The participants were administered Temperament and Character Inventory, Teacher's Sense of Efficacy Scale (TSES), and Perceived Stress Scale. The TSES was negatively correlated with harm avoidance and positively correlated with persistence, self-directedness, cooperativeness, and self-transcendence. Perceived stress was positively correlated with harm avoidance and negatively correlated with persistence and self-directedness. The path analysis showed that harm avoidance directly predicted perceived stress (β=0.37, 95% CI=0.21-0.53, p=0.002), and self-directedness and persistence predicted one's sense of efficacy (β=0.18, 95% CI=0.01-0.39 and β=0.31, 95% CI=0.10-0.47), which predicted perceived stress (β=-0.21, 95% CI=-0.39 to -0.02). The results of the present study indicate that harm avoidance might be associated with stress-proneness, while persistence, self-directedness, and sense of efficacy might act as protective resources against stress in Korean teachers.

Sources of Self-Efficacy in a Science Methods Course for Primary Teacher Education Students

ERIC Educational Resources Information Center

Palmer, D. H.

2006-01-01

Self-efficacy has been shown to be an issue of concern for primary teacher education students--many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal…

Psychometric Properties of the Teachers' Sense of Efficacy Scale within the Greek Educational Context

ERIC Educational Resources Information Center

Tsigilis, Nikolaos; Koustelios, Athanasios; Grammatikopoulos, Vasilios

2010-01-01

Many concerns have been raised about the validity of the existing instruments measuring teachers' efficacy. Recently, a new instrument to measure teachers' perceived efficacy has been presented, namely, the Teachers' Sense of Efficacy Scale (TSES). The purpose of the present study is to examine the psychometric properties of the TSES in the Greek…

Self-Efficacy in Classroom Management, Classroom Disturbances, and Emotional Exhaustion: A Moderated Mediation Analysis of Teacher Candidates

ERIC Educational Resources Information Center

Dicke, Theresa; Parker, Philip D.; Marsh, Herbert W.; Kunter, Mareike; Schmeck, Annett; Leutner, Detlev

2014-01-01

While the roles of student misbehavior and teacher self-efficacy in teacher burnout have been investigated, there is still a pressing need to determine the processes involved and the degree to which these generalize across early career teachers. The present research integrates findings on teacher self-efficacy, occupational stressors, and…

How Do I Understand the Term Queer? Preservice Teachers, LGBTQ Knowledge, and LGBTQ Self-Efficacy

ERIC Educational Resources Information Center

Brant, Cathy A. R.

2017-01-01

This article describes a study that investigated preservice teachers' understandings and self-efficacy related to lesbian, gay, bisexual, transgender, or queer (LGBTQ) students and families. The preservice teachers indicated a broad range of understandings in relation to LGBTQ terms. They reported a relatively high sense of self-efficacy in…

Preservice Teachers' Work Stress, Self-Efficacy, and Occupational Commitment in Four Countries

ERIC Educational Resources Information Center

Klassen, Robert; Wilson, Elaine; Siu, Angela F. Y.; Hannok, Wanwisa; Wong, Marina W.; Wongsri, Nongkran; Sonthisap, Panwadee; Pibulchol, Chaleosri; Buranachaitavee, Yanisa; Jansem, Anchalee

2013-01-01

In this study, we examine the teaching-related stress, self-efficacy, and occupational commitment of preservice teachers from two culturally western and two culturally eastern countries. The sample included 1,187 participants from Canada (n?=?379), England (n?=?203), Hong Kong (n?=?211), and Thailand (n?=?394). Self-efficacy partially reduced…

How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship.

PubMed

de Jong, Romi; Mainhard, Tim; van Tartwijk, Jan; Veldman, Ietje; Verloop, Nico; Wubbels, Theo

2014-06-01

Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship. The purpose of this study was to identify the predictors of pre-service secondary teachers' relationships with their students. It was hypothesized that friendliness and extraversion, self-efficacy in classroom management and in student engagement, and various discipline strategies would contribute to the teacher-student relationship in terms of influence and affiliation. A total of 120 pre-service teachers in teacher education programmes participated. Data on pre-service teachers' background (e.g., gender and age), personality traits, and self-efficacy were gathered with teacher questionnaires; data on teachers' discipline strategies and the teacher-student relationship with student questionnaires. The two personality traits and self-efficacy appeared not to be related to the teacher-student relationship in terms of affiliation or influence. However, significant relationships were found between the different discipline strategies and the teacher-student relationship in terms of influence and affiliation. There were differential effects for gender on the relationship between discipline strategies on the one hand and influence and affiliation on the other. This study provides relevant new insights into the research fields of classroom management and interpersonal relationships in education. It contributes to our understanding of discipline strategies by fine tuning an existing instrument and revealing interesting connections with the teacher-student relationship. Specific gender effects on this connection are discussed, as are implications for practice. © 2013 The British Psychological Society.

Leadership, self-efficacy, and student achievement

NASA Astrophysics Data System (ADS)

Grayson, Kristin

This study examined the relationships between teacher leadership, science teacher self-efficacy, and fifth-grade science student achievement in diverse schools in a San Antonio, Texas, metropolitan school district. Teachers completed a modified version of the Leadership Behavior Description Question (LBDQ) Form XII by Stogdill (1969), the Science Efficacy and Belief Expectations for Science Teaching (SEBEST) by Ritter, Boone, and Rubba (2001, January). Students' scores on the Texas Assessment of Knowledge and Skills (TAKS) measured fifth-grade science achievement. At the teacher level of analysis multiple regressions showed the following relationships between teachers' science self-efficacy and teacher classroom leadership behaviors and the various teacher and school demographic variables. Predictors of teacher self efficacy beliefs included teacher's level of education, gender, and leadership initiating structure. The only significant predictor of teacher self-efficacy outcome expectancy was gender. Higher teacher self-efficacy beliefs predicted higher leadership initiating structure. At the school level of analysis, higher school levels of percentage of students from low socio-economic backgrounds and higher percentage of limited English proficient students predicted lower school student mean science achievement. These findings suggest a need for continued research to clarify relationships between teacher classroom leadership, science teacher self-efficacy, and student achievement especially at the teacher level of analysis. Findings also indicate the importance of developing instructional methods to address student demographics and their needs so that all students, despite their backgrounds, will achieve in science.

Brief Psychometric Analysis of the Self-Efficacy Parent Report Scale (SEPRS)

ERIC Educational Resources Information Center

Erford, Bradley T.; Gavin, Kate

2013-01-01

The Self-Efficacy Parent-Report Scale was designed to assess parent perceptions of self-efficacy of their children aged 7 to 17 years. Internal aspects of validity indicated a marginal fit of the data to the unidimensional model. External facets of validity indicated the Self-Efficacy Parent-Report Scale had excellent convergent and discriminant…

The Effect of Metacognitive Strategies on Prospective Teachers' Metacognitive Awareness and Self Efficacy Belief

ERIC Educational Resources Information Center

Yildiz, Hatice; Akdag, Mustafa

2017-01-01

The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers' metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the…

Using Qualitative Research Methods to Assess the Degree of Fit between Teachers' Reported Self-Efficacy Beliefs and Their Practical Knowledge during Teacher Education

ERIC Educational Resources Information Center

Wyatt, Mark

2015-01-01

There is a need for qualitative research into teachers' self-efficacy beliefs so that the relationship between these beliefs and other cognitions possessed by teachers, including their practical knowledge, can be better understood by teacher educators. Teachers' self-efficacy beliefs may need supporting if they seem too low or challenging if they…

The development and validation of the Self-Efficacy Beliefs about Equitable Science Teaching and learning instrument for prospective elementary teachers

NASA Astrophysics Data System (ADS)

Ritter, Jennifer M.

1999-12-01

The purpose of this study was to develop, validate and establish the reliability of an instrument to assess the self-efficacy beliefs of prospective elementary teachers with regards to science teaching and learning for diverse learners. The study used Bandura's theoretical framework, in that the instrument would use the self-efficacy construct to explore the beliefs of prospective elementary science teachers with regards to science teaching and learning to diverse learners: specifically the two dimensions of self-efficacy beliefs defined by Bandura (1977): personal self-efficacy and outcome expectancy. A seven step plan was designed and followed in the process of developing the instrument, which was titled the Self-Efficacy Beliefs about Equitable Science Teaching or SEBEST. Diverse learners as recognized by Science for All Americans (1989) are "those who in the past who have largely been bypassed in science and mathematics education: ethnic and language minorities and girls" (p. xviii). That definition was extended by this researcher to include children from low socioeconomic backgrounds based on the research by Gomez and Tabachnick (1992). The SEBEST was administered to 226 prospective elementary teachers at The Pennsylvania State University. Using the results from factor analyses, Coefficient Alpha, and Chi-Square a 34 item instrument was found to achieve the greatest balance across the construct validity, reliability and item balance with the content matrix. The 34 item SEBEST was found to load purely on four factors across the content matrix thus providing evidence construct validity. The Coefficient Alpha reliability for the 34 item SEBEST was .90 and .82 for the PSE sub-scale and .78 for the OE sub-scale. A Chi-Square test (X2 = 2.7 1, df = 7, p > .05) was used to confirm that the 34 items were balanced across the Personal Self-Efficacy/Outcome Expectancy and Ethnicity/LanguageMinority/Gender Socioeconomic Status/dimensions of the content matrix. Based on

Perceptions of Digital Competency among Student Teachers: Contributing to the Development of Student Teachers' Instructional Self-Efficacy in Technology-Rich Classrooms

ERIC Educational Resources Information Center

Elstad, Eyvind; Christophersen, Knut-Andreas

2017-01-01

Adequate self-efficacy is useful for motivating individuals to engage in continued improvement. This study explores the potential antecedents of instructional self-efficacy beliefs among Norwegian student teachers attending a programme for secondary school teachers. The most important finding was the strong association between the student…

Job Satisfaction, Self-Efficacy, Burnout, and Path of Teacher Certification: Predictors of Attrition in Special Education Teachers

ERIC Educational Resources Information Center

Johnson, Bradley W.

2010-01-01

This study investigated the constructs of job satisfaction, self-efficacy, burnout and path of certification in relation to attrition of special education teachers. A correlational, predictive design assessed the five facets of the abridged Job Descriptive Index and the abridged Job in General survey, the factors of the Teacher Self-Efficacy…

Teacher Self-Efficacy during the Implementation of a Problem-Based Science Curriculum

ERIC Educational Resources Information Center

Hodges, Charles B.; Gale, Jessica; Meng, Alicia

2016-01-01

This study was conducted to investigate eighth-grade science teachers' self-efficacy during the implementation of a new, problem-based science curriculum. The curriculum included applications of LEGO® robotics, a new technology for these teachers. Teachers' responded to structured journaling activities designed to collect information about their…

The Relationship between University Learning Experiences and English Teaching Self-Efficacy: Perspectives of Five Final-Year Pre-Service English Teachers

ERIC Educational Resources Information Center

Filatov, Ksenia; Pill, Shane

2015-01-01

No literature exists on English teaching efficacy or self-efficacy or on pre-service teachers' English teaching self-efficacy and its relationship to pre-service teacher education. This project addressed this conceptual and methodological gap in current teacher efficacy research literature. Five pre-service English teachers in their final year of…

Factor Structure of the Exercise Self-Efficacy Scale

ERIC Educational Resources Information Center

Cornick, Jessica E.

2015-01-01

The current study utilized exercise self-efficacy ratings from undergraduate students to assess the factor structure of the Self-Efficacy to Regulate Exercise Scale (Bandura, 1997, 2006). An exploratory factor analysis (n = 759) indicated a two-factor model solution and three separate confirmatory factor analyses (n = 1,798) supported this…

Internet Self-Efficacy Preferences of Internet Based Environments and Achievement of Prospective Teachers

ERIC Educational Resources Information Center

Ozyalcin Oskay, Ozge

2011-01-01

The aims of this study are to determine prospective chemistry teachers' internet self-efficacy and preferences of constructivist internet-assisted environments and to examine the relationship between their internet self-efficacy and their preferences for constructivist internet-assisted environments, the relationship between their achievement in…

The Relationship between Teachers' Self-Efficacy with Behavior Management and School-Wide Positive Behavior Supports

ERIC Educational Resources Information Center

Micek, Kristin

2014-01-01

Classroom management is a common concern for educators. Teachers with high self-efficacy are strongly linked with having successful characteristics regarding their classroom management styles and strategies. With this in mind, the current study examined classroom teachers' perceived self-efficacy, specifically regarding their behavior…

Dealing with School Violence: The Effect of School Violence Prevention Training on Teachers' Perceived Self-Efficacy in Dealing with Violent Events

ERIC Educational Resources Information Center

Sela-Shayovitz, Revital

2009-01-01

This study deals with the relationship between school violence prevention training and teachers' perceived self-efficacy in handling violent events. Three indicators were used to examine teachers' self-efficacy: personal teaching efficacy (PTE), teachers' efficacy in the school as an organisation (TESO), and teachers' outcome efficacy (TOE). Data…

The Teachers' Sense of Efficacy Scale: Confirming the Factor Structure with Beginning Pre-Service Teachers

ERIC Educational Resources Information Center

Duffin, Lisa C.; French, Brian F.; Patrick, Helen

2012-01-01

This study examined the factor structure of the Teachers' Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001) using the scores of pre-service teachers at the beginning stage of teacher development to gather internal structure score validity evidence. Two plausible rival models derived from prior research were tested using CFA.…

Teacher Perception of Principal Leadership Practices: Impacting Teachers' Sense of Self-Efficacy in Rural Appalachia Kentucky

ERIC Educational Resources Information Center

Hibbard, Brandon Lee

2016-01-01

The purpose of this study was to determine if a significant relationship existed between principal leadership practices, as perceived by teachers, and teacher's sense of self-efficacy. The target population was rural Appalachian teachers that worked for a principal that had been in administration for at least three consecutive years. This study…

Self-Efficacy and Job Satisfaction of Early Career Elementary School Teachers: A Mixed Methods Study

ERIC Educational Resources Information Center

Kirby, Deanne M.

2011-01-01

The purpose of this embedded mixed methods study was to determine the types of support and amounts of support most conducive to the development of early career teacher self-efficacy and job satisfaction. The study further examined the effect of job satisfaction and self-efficacy on early career teacher intent to remain in the teaching profession.…

The Effect of Teacher's Assistance on Malaysian Rural Learners' Writing Self-Efficacy: A Case Study

ERIC Educational Resources Information Center

Jalaluddin, Ilyana; Yunus, Melor Md.; Yamat, Hamidah

2011-01-01

The purpose of the study is to explore the Malaysian rural learners' self-efficacy in writing after assistance given by a teacher. The social cognitive theory and socio-cultural theory are used as the theoretical framework to pursue the discussion on the effects of teacher's assistance on learners' writing self-efficacy. A case study approach is…

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

NASA Astrophysics Data System (ADS)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the

Exploring In-Service Teachers' Self-Efficacy in the Kindergarten Classrooms in Ghana

ERIC Educational Resources Information Center

Boateng, Philip; Sekyere, Frank Owusu

2018-01-01

The study explored in-service teachers' efficacy beliefs in pupil engagement. The sample size was 299 kindergarten teachers selected from both public and private kindergarten schools in the Kumasi metropolis of Ghana. The study adopted and used pupil engagement subscale of the Ohio State Teacher Efficacy Scale (OSTES) developed by Tschannen-Moran…

Measuring Pre-Service Teachers' Self-Efficacy in Tutoring Children in Primary Mathematics: An Instrument

ERIC Educational Resources Information Center

Bjerke, Annette Hessen; Eriksen, Elisabeta

2016-01-01

This article reports on the use of Rasch modelling to develop and validate an instrument measuring self-efficacy in tutoring children in primary mathematics (SETcPM). In response to the literature on teacher efficacy, the 20-item instrument aims to inform teacher educators, and is designed for novice pre-service teachers (nPSTs) preparing to teach…

Teacher Self-Efficacy in Writing and Instructional Choices: A Correlational Study

ERIC Educational Resources Information Center

Burke, Beth Anne

2017-01-01

This quantitative study focused on examining the relationship between teacher self-efficacy and their use of writing practices in teaching writing. Participants included elementary kindergarten through fifth grade teachers in a large school district in northeastern United States. The following research questions guided this study: Is there a…

Principal Self-Efficacy, Teacher Perceptions of Principal Performance, and Teacher Job Satisfaction

ERIC Educational Resources Information Center

Evans, Molly Lynn

2016-01-01

In public schools, the principal's role is of paramount importance in influencing teachers to excel and to keep their job satisfaction high. The self-efficacy of leaders is an important characteristic of leadership, but this issue has not been extensively explored in school principals. Using internet-based questionnaires, this study obtained…

Sources of self-efficacy belief: development and validation of two scales.

PubMed

Liu, Ou Lydia; Wilson, Mark

2010-01-01

Self-efficacy belief has been an instrumental affective factor in predicting student behavior and achievement in academic settings. Although there is abundant literature on efficacy belief per se, the sources of efficacy belief have not been fully researched. Very few instruments exist to quantify the sources of efficacy-beliefs. To fill this void, we developed two scales for the two main sources of self-efficacy belief: past performance and social persuasion. Pilot test data were collected from 255 middle school students. A self-efficacy measure was also administered to the students as a criterion measure. The Rasch rating scale model was used to analyze the data. Information on item fit, item design, content validity, external validity, internal consistency, and person separation reliability was examined. The two scales displayed satisfactory psychometric properties. Applications and limitations of these two scales are also discussed.

Preservice Preschool Teachers' Self-Efficacy Beliefs and Attitudes toward Teaching Profession

ERIC Educational Resources Information Center

Elaldi, Senel; Yerliyurt, Nazli Sila

2016-01-01

The purpose of this study is to investigate preservice preschool teachers' self-efficacy beliefs and attitudes toward the teaching profession. The population of the present study consisted of 855 (Female = 729) preservice preschool teachers studying at the Faculty of Education, Cumhuriyet University, in the fall semester of the 2015-2016 academic…

Developing and Validating the Scale of Economic Self-Efficacy.

PubMed

Hoge, Gretchen L; Stylianou, Amanda M; Hetling, Andrea; Postmus, Judy L

2017-05-01

Experiencing intimate partner violence (IPV) and financial hardship are often intertwined. The dynamics of an abusive relationship may include economic abuse tactics that compromise a survivor's ability to work, pursue education, have access to financial resources, and establish financial skills, knowledge, and security. An increasingly common goal among programs serving IPV survivors is increasing financial empowerment through financial literacy. However, providing financial education alone may not be enough to improve financial behaviors. Psychological factors also play a role when individuals make financial choices. Economic self-efficacy focuses on the individual's perceived ability to perform economic or financial tasks, and may be considered a primary influence on one's ability to improve financial decisions and behaviors. The current study tests the reliability and validity of a Scale of Economic Self-Efficacy with a sample of female survivors of IPV. This study uses a calibration and validation analysis model including full and split-sample exploratory and confirmatory factor analyses, assesses for internal consistency, and examines correlation coefficients between economic self-efficacy, economic self-sufficiency, financial strain, and difficulty living with income. Findings indicate that the 10-item, unidimensional Scale of Economic Self-Efficacy demonstrates strong reliability and validity among this sample of IPV survivors. An ability to understand economic self-efficacy could facilitate individualized service approaches and allow practitioners to better support IPV survivors on their journey toward financial empowerment. Given the increase in programs focused on assets, financial empowerment, and economic well-being, the Scale of Economic Self-Efficacy has potential as a very timely and relevant tool in the design, implementation, and evaluation of such programs, and specifically for programs created for IPV survivors.

Attitudes and Self-Efficacy of Pre-Service Teachers towards Inclusion in Pakistan

ERIC Educational Resources Information Center

Sharma, Umesh; Shaukat, Sadia; Furlonger, Brett

2015-01-01

This study sought to determine the attitudes and teaching self-efficacy of pre-service teachers towards the inclusion of students with disabilities into regular classrooms. A questionnaire was administered to 194 pre-service Pakistani teachers (male 73, female 121) enrolled in a 1-year teacher education programme at a government university in…

Psychometric Properties of the Physical Educators' Self-Efficacy Toward Including Students With Disabilities-Autism Among Chinese Preservice Physical Education Teachers.

PubMed

Li, Chunxiao; Wang, Lijuan; Block, Martin E; Sum, Raymond K W; Wu, Yandan

2018-04-01

Teachers' self-efficacy is a critical predictor for successful inclusive physical education. However, little is known about preservice physical educators' self-efficacy toward teaching students with autism spectrum disorders in China. A sound instrument is necessary to measure their self-efficacy level. This validation study examined the psychometric properties of the Chinese version of the Physical Educators' Self-Efficacy Toward Including Students with Disabilities-Autism. A multisection survey form was administered to preservice physical educators in Mainland China (n = 205) and Hong Kong (n = 227). The results of confirmatory factor analysis confirmed the one-factor model of the scale in the total sample and each of the two samples. Invariance tests across the two samples supported configural and metric invariance but not scalar invariance. The scale scores showed good internal reliability and were correlated with theoretically relevant constructs (i.e., burnout and life satisfaction) in the total sample and subsamples. These findings generally support the utility of the scale for use among Chinese preservice physical educators.

Development and Validation of Scores on a Computer Programming Self-Efficacy Scale and Group Analyses of Novice Programmer Self-Efficacy.

ERIC Educational Resources Information Center

Ramalingam, Vennila; Wiedenbeck, Susan

1998-01-01

A 32-item self-efficacy scale for computer programming was developed, primed to the C++ programming language. The scale was administered to 421 students at the beginning and end of an introductory course in C++ programming. There was growth in self-efficacy between two administrations of the scale 12 weeks apart, particularly for students who…

The effect of multimedia cases on science teaching self-efficacy beliefs of prospective teachers in Kenya

NASA Astrophysics Data System (ADS)

Nthiga, Peter Rugano

This study examined the effects of multimedia cases on science teaching self-efficacy beliefs of prospective teachers in Kenya using mixed methods in data collection and analysis. Collaborating with two teacher educators at Central University, I designed and implemented two multimedia case-based intervention lessons, one with prospective chemistry teachers and the other with prospective physics teachers. I determined the changes in self-efficacy beliefs using a pretest and posttest with the Science Teaching Efficacy Beliefs Instrument (STEBI) for N=41 participants. I also collected data using a worksheet during the intervention lesson. When the prospective teachers went for their field practice, I sampled eight of them for in depth interviews to determine what they drew on from the intervention lesson during their classroom teaching. I used Roth McDuffie's et al. (2014) framing to categorize the comments that the prospective teachers made on the worksheet into the four lenses of teacher, students, task or power and participation. I used paired sample t-test to determine the changes in self-efficacy beliefs and then developed profiles of the prospective teachers from the in depth interviews. The results revealed that prospective teachers paid more attention to the actions of the teacher and paid less attention to students' activities. Their attention to the task was predominantly about the cognitive level of the task and almost always focused on the errors they noted. The prospective teacher noticing using the power and participation lens was not clearly delineable from the teacher lens, because most instructional activities that led to more participation were teacher actions. Science teaching efficacy beliefs has two constructs: personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE). The PSTE scores were very high at 4.46 out of five on the pretest, and 4.41 on posttest. There was a decrease in the mean scores, but the change was

Teacher Self-Efficacy in a Classical Christian Environment versus a Traditional Christian Environment

ERIC Educational Resources Information Center

Anderson, Emily Rose

2016-01-01

Teachers in a classical Christian environment oftentimes are not taught in the classic manner themselves, requiring different training from that in teacher-education programs. This study compared teacher self-efficacy between traditional Christian-education environments and classical Christian-education environments. The purpose of this…

The revised scale for caregiving self-efficacy: reliability and validity studies.

PubMed

Steffen, Ann M; McKibbin, Christine; Zeiss, Antonette M; Gallagher-Thompson, Dolores; Bandura, Albert

2002-01-01

Two samples of family caregivers (Study 1: N = 169; Study 2: N = 145) of cognitively impaired older adults were used to revise, extend, and evaluate a measure of perceived self-efficacy for caregiving tasks. The Revised Scale for Caregiving Self-Efficacy measures 3 domains of caregiving self-efficacy: Obtaining Respite, Responding to Disruptive Patient Behaviors, and Controlling Upsetting Thoughts. The 3 subscales show strong internal consistency and adequate test-retest reliability. Construct validity is supported by relationships between these 3 facets of perceived caregiving efficacy and depression, anxiety, anger, perceived social support, and criticism expressed in speech samples. The Revised Scale for Caregiving Self-Efficacy has potential uses for both research and clinical purposes.

Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism.

PubMed

Jennett, Heather K; Harris, Sandra L; Mesibov, Gary B

2003-12-01

Variables that may be related to burnout in teachers of students with autism, including commitment to an underlying philosophy of a treatment and professional self-efficacy, were explored. Teachers using one of two different treatment approaches to autism participated: those using Applied Behavior Analysis (n = 34), and those using TEACCH (Treatment and Education of Autistic and Related Communication-Related Handicapped Children) (n = 30). Participants completed the Autism Treatment Philosophy Questionnaire, developed by the authors to differentiate between the philosophy of the approaches; Teacher Efficacy Scale, and Maslach Burnout Inventory. Results indicate a significant difference in philosophical commitment between the groups, but no differences in teaching efficacy or burnout. The relationship between a commitment to one's teaching approach and certain dimensions of teaching efficacy and burnout was found to be significant. Implications include the need for adequate training of teachers of students with autism.

Possible relationships between literacy-based instructional coaching and effects on high school teachers' self-efficacy and attitudes toward teaching reading in the content areas

NASA Astrophysics Data System (ADS)

Jacobs, Jessica Lynn

Grounded in the Theory of Self-Efficacy and the Theory of Reasoned Action, this quantitative, correlational study examined if participation in literacy-based instructional coaching (one-on-one, small group) predicted both high school teachers' self-efficacy as measured by the Teachers' Sense of Efficacy Scale and teachers' attitudes toward teaching reading in the content areas measured by the Scale to Measure Attitudes Toward Teaching Reading in Content Classrooms. This study utilized a convenience sample of content teachers from three high schools in Northeastern Pennsylvania participating in a literacy coaching initiative. The volunteer sample of teachers completed the Likert-type questionnaires. The study used hierarchical regression analysis to determine values for each block of the regression models. The study correlated instances of literacy-based instructional coaching (one-on-one, small group) with the scores on the SMATTRCC and the TSES to examine predictive validity. Gender, years of experience, and content area were control variables in this study. The results of the first model indicated that there was a significant relationship between the number of coaching instances and attitudes toward teaching reading in the content area with participation in instructional coaching accounting for 9.6% of the variance in scores on the SMATTRCC. The results of the second model indicated that there was a significant relationship between the number of coaching instances and teachers' self-efficacy with participation in instructional coaching accounting for 6.1% of the variance in scores on the TSES.

Distinctions between Computer Self-Efficacy of Pupils and Teachers in Elementary School

ERIC Educational Resources Information Center

Topolovcan, Tomislav; Matijevic, Milan

2014-01-01

The aim of this study was to establish whether there are differences between the computer self-efficacy of pupils and teachers (N = 507) in the context of the classroom, as a developing workplace of the teacher in elementary education. The survey covered 184 teachers and 323 pupils in elementary school. The results show that there is no…

Multilevel Analysis of the Relationship between Principals' Perceived Practices of Instructional Leadership and Teachers' Self-Efficacy Perceptions

ERIC Educational Resources Information Center

Bellibas, Mehmet Sukru; Liu, Yan

2017-01-01

Purpose: The purpose of this paper is to investigate the extent to which principals' instructional leadership predicts teacher self-efficacy, in order to identify whether a relationship exists between principals' perceived instructional leadership practices and teachers perceived self-efficacy in classroom management, instruction, and student…

Validated scales to assess adult self-efficacy to eat fruits and vegetables.

PubMed

Mainvil, Louise A; Lawson, Rob; Horwath, Caroline C; McKenzie, Joanne E; Reeder, Anthony I

2009-01-01

An audience-centered approach was used to develop valid and reliable scales to measure adult self-efficacy to eat fruit and vegetables. Cross-sectional survey of a national population. New Zealand. A sample of 350 adults ages 25 to 60 years was randomly selected from a nationally representative sampling frame. Overall, 231 questionnaires were returned, producing a 72% response rate. The mean age of subjects was 42.7years; 58% were female; 80% were of European descent; 11% were indigenous Maori. The 76-item, self-administered questionnaire collected data on demographics, fruit and vegetable intakes, stages of change, decisional balance, and self-efficacy (24 items). Principal components analysis with oblimin rotation was performed. Principal components analysis yielded three distinct and reliable scales for self-efficacy to eat "vegetables," "fruit," and "fruit and vegetables" (Cronbach alpha = .80, .85, and .73, respectively). These scales were correlated, but only the "vegetable" scale was positively correlated with the "fruit and vegetable" scale (Kendall tau r = 0.30, -0.26 [fruit, "fruit and vegetables"], -0.38 [fruit, vegetable]). As predicted, self-efficacy was associated with intake (r = 0.30 [fruit], 0.34 [vegetables]). Assuming the factor structure is confirmed in independent samples, these brief psychometrically sound scales may be used to assess adult self-efficacy to eat fruit and to eat vegetables (separately) but not self-efficacy to eat "fruit and vegetables."

The Influence of Formal and Informal Formative Pre-Service Experiences on Teacher Self-Efficacy

ERIC Educational Resources Information Center

Tuchman, Elie; Isaacs, Jenny

2011-01-01

Formal pre-service training has been shown to be effective in building teacher self-efficacy beliefs. However, the impact of other, less formal, "teacher-like" pre-service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative…

Self-Efficacy Perceptions of Prospective Social Studies Teachers in Relation to History Teaching

ERIC Educational Resources Information Center

Yilmaz, Ali

2009-01-01

Self-efficacy is one of the important concepts of the social cognitive theory, and can be defined as individual's perception of his or her own capabilities for organizing and successfully executing the courses of action required to attain designated types of performance. Teachers with high self-efficacy perception can contribute to creation of a…

Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress

ERIC Educational Resources Information Center

Klassen, Robert M.; Chiu, Ming Ming

2010-01-01

The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample…

The Relationship between Elementary Teachers' Perceived Self-Efficacy and Principals' Facilitation of Professional Learning Communities

ERIC Educational Resources Information Center

Mathews, Tracy A.

2017-01-01

This quantitative correlation survey study investigated the relationship between teachers' perceptions of the effectiveness of school principals as instructional leaders in professional learning communities (PLCs) and self-efficacy beliefs of teachers. Social Cognitive Theory, self-efficacy concept, and Adult Learning Theory were at the core of…

The development and validation of an instrument to measure preservice teachers' self-efficacy in regard to the teaching of science as inquiry

NASA Astrophysics Data System (ADS)

Dira-Smolleck, Lori

The purpose of this study was to develop, validate and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument (TSI) is based upon the work of Bandura, Riggs, and Enochs & Riggs (1990). The study used Bandura's theoretical framework in that the instrument uses the self-efficacy construct to explore the beliefs of prospective elementary science teachers with regards to the teaching of science through inquiry: specifically, the two dimensions of self-efficacy beliefs defined by Bandura: personal self-efficacy and outcome expectancy. Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert scale instrument designed by the author of the study. A 13-step plan was designed and followed in the process of developing the instrument. Using the results from Chronbach Alpha and Analysis of Variance, a 69-item instrument was found to achieve the greatest balance across the construct validity, reliability and item balance with the Essential Elements of Classroom Inquiry content matrix. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument, with high internal reliability for use with prospective elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry. Implications for research, policy and practice are also discussed.

Teacher Leadership and Teacher Efficacy: A Correlational Study Comparing Teacher Perceptions of Leadership and Efficacy and Teacher Evaluation Scores from the North Carolina Educator Evaluation System

ERIC Educational Resources Information Center

Guenzler, April M.

2016-01-01

This study sought to identify correlations between constructs of teacher leadership, teacher efficacy, and teacher evaluation. Teacher perceptual data of support of teacher leadership, perceptual data on personal teacher efficacy, and teacher self-reported scores from the North Carolina Educator Evaluation System were gathered. The relationships…

Preliminary Investigation of the Sources of Self-Efficacy among Teachers of Students with Autism

ERIC Educational Resources Information Center

Ruble, Lisa A.; Usher, Ellen L.; McGrew, John H.

2011-01-01

Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the…

Measuring the Relationship between Agriculture Teachers' Self-Efficacy, Outcome Expectation, Interest, and Their Use of Interactive Whiteboards

ERIC Educational Resources Information Center

Bunch, J. C.; Robinson, J. Shane; Edwards, M. Craig

2012-01-01

The purpose of this descriptive-correlational study was to examine the level of self-efficacy of Oklahoma secondary agricultural education teachers regarding their use of the interactive whiteboard (IWB) in classroom teaching. The study also sought to determine if relationships existed between teachers' IWB self-efficacy scores, outcome…

From Belief to Action: Omani EFL Teachers' Self-Efficacy in Relation to Their Teaching of English as a Foreign Language

ERIC Educational Resources Information Center

Al-Shukri, Abdullah Khamis

2016-01-01

Research has documented that teacher self-efficacy has positive impacts on different aspects of teaching and learning. Yet, research on teacher self-efficacy in the field of teaching English as a Foreign Language (EFL) is relatively limited. Considering the powerful impacts of teacher self-efficacy on teaching and learning, it is crucial to pursue…

Teachers' Self-Efficacy and Knowledge of Healthy Nutrition and Physical Activity Practices for Preschoolers: Instrument Development and Validation

ERIC Educational Resources Information Center

Derscheid, Linda E.; Kim, So-Yeun; Zittel, Lauriece L.; Umoren, Josephine; Henry, Beverly W.

2014-01-01

Childhood obesity remains a problem in the United States. Preschool teachers can help to attenuate it but need to have the confidence or self-efficacy to provide healthy practices. Therefore, the purpose of this study was to (a) develop and validate a preschool teacher self-efficacy tool to examine teachers' confidence in addressing the nutrition…

Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-efficacy for Teaching Nutrition

PubMed Central

Carraway-Stage, Virginia; Roseno, Ashley; Hodges, Caroline D.; Hovland, Jana; Diaz, Sebastian; Duffrin, Melani W.

2016-01-01

Background Teacher self-efficacy can positively impact student dietary behaviors; however, limited curricular resources and professional development can serve as barriers to the provision of nutrition education in the classroom. The purpose of this study was to assess the impact of a food-based, integrative science curriculum on 4th grade teachers’ self-efficacy toward teaching nutrition. Methods Researchers used a quasi-experimental design to implement the FoodMASTER Intermediate (FMI) curriculum in 19 4th-grade classrooms across Ohio and North Carolina. The Nutrition Teaching Self-Efficacy Scale was used to assess baseline and post-test teacher self-efficacy using a 4-point Likert-scale (1=not confident at all; 4=very confident). ANCOVA and Wilcoxon-Signed Rank Test were used for statistical analysis. Results Teachers in the intervention group displayed significantly higher post-efficacy expectation scores (mean=3.52; sd=0.41) than comparison group teachers (mean=2.86; sd=0.55). Overall, the intervention group showed significant improvement in self-efficacy on 15 of the 18 items. Discussion The results suggest providing training and integrative resources to teachers can significantly improve self-efficacy toward teaching nutrition. Future research should focus on determining the amount of training needed to improve the quality of teacher-delivered nutrition education. Translation to Health Education Practice Health educators can use the findings to inform the development of teacher trainings in nutrition and health. PMID:28392881

Supporting the students most in need: academic self-efficacy and perceived teacher support in relation to within-year academic growth.

PubMed

Mercer, Sterett H; Nellis, Leah M; Martínez, Rebecca S; Kirk, Megan

2011-06-01

Academic self-efficacy and perceived teacher support in relation to academic skill growth across one academic year were examined in the study. Participants included 193 5th-grade students. Teachers collected curriculum-based measures (CBM) of reading and math on three occasions as part of routine academic benchmarks, and researchers collected student-reported measures of academic self-efficacy and perceived teacher support in the spring of the same academic year. Results indicated that academic self-efficacy was positively related to fall reading and math CBM scores and that perceived teacher support was unrelated to fall scores or growth across the academic year. Academic self-efficacy and perceived teacher support interacted in relation to math CBM growth such that low levels of perceived teacher support were related to greater growth, particularly for students with high academic self-efficacy. Follow-up analyses indicated that students with the lowest fall CBM scores and smallest growth rates reported higher levels of perceived teacher support, suggesting that teachers support the students most in need. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Influencing Science Teaching Self-Efficacy Beliefs of Primary School Teachers: A Longitudinal Case Study

ERIC Educational Resources Information Center

McKinnon, Merryn; Lamberts, Rod

2014-01-01

The science teaching self-efficacy beliefs of primary school teachers influence teaching practice. The purpose of this research was to determine if informal education institutions, such as science centres, could provide professional development that influences the science teaching self-efficacy beliefs of pre-service and in-service primary school…

Elementary Pre-Service Teachers' Response-Shift Bias: Self-Efficacy and Attitudes toward Science

ERIC Educational Resources Information Center

Cartwright, Tina J.; Atwood, Jon

2014-01-01

Response-shift bias occurs when participants' initial constructs, such as self-efficacy in teaching science, are incomplete because they do not fully conceptualize something they have yet to experience. This study examines whether elementary pre-service teachers can consistently evaluate constructs such as self-efficacy and attitudes toward…

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

PubMed

Martin, Daniel P; Rimm-Kaufman, Sara E

2015-10-01

This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Teacher Self-Efficacy Perceptions, Learning Oriented Motivation, Lifelong Learning Tendencies of Candidate Teachers: A Modeling Study

ERIC Educational Resources Information Center

Akyol, Bertan

2016-01-01

Problem Statement: While the concept of professional self-efficacy corresponds to the power and belief employees feel related to tasks they are performing, motivation can be defined as the internal energy which shapes work related behaviors of employees positively. Although there are many features that teachers and candidate teachers must have,…

Teachers' Use of an Instructional Coach and Teachers' Perceived Sense of Self-Efficacy: A Correlational Study

ERIC Educational Resources Information Center

Pearson, Sarah

2016-01-01

Instructional coaching is an increasingly recognized form of professional development for maintaining teachers' skills. However, little attention has been paid to whether use of a coach is related to teacher self-efficacy, as theorized by Bandura and Tschannen-Moran and McMaster. This study sought to determine if there was a relationship between…

Preservice Agricultural Education Teachers' Sense of Teaching Self-Efficacy

ERIC Educational Resources Information Center

Stripling, Christopher; Ricketts, John C.; Roberts, T. Grady; Harlin, Julie F.

2008-01-01

The purpose of this study was to perform a longitudinal examination of the teaching self-efficacy of preservice agricultural education teachers. Data were collected for two years at The University of Georgia and Texas A&M University during the Fall 2004 and Spring 2005 and the Fall 2005 and Spring 2006 semesters (N = 102). Data were collected…

Teacher Stress and Administrative Support as Predictors of Teachers' Self-Efficacy for Special Education Teachers in California's Central Valley

ERIC Educational Resources Information Center

Kerr, Michelle Bailey

2013-01-01

The purpose of this study was to examine the impact that perceived administrative support and stress had on special education teachers' self-efficacy. A survey was used to gather quantitative data from 244 special education teachers in Central California's Tulare and Fresno counties. Using correlation and regression analysis, this study found a…

Computer Self-Efficacy, Computer Anxiety, Performance and Personal Outcomes of Turkish Physical Education Teachers

ERIC Educational Resources Information Center

Aktag, Isil

2015-01-01

The purpose of this study is to determine the computer self-efficacy, performance outcome, personal outcome, and affect and anxiety level of physical education teachers. Influence of teaching experience, computer usage and participation of seminars or in-service programs on computer self-efficacy level were determined. The subjects of this study…

The Development and Validation of an Instrument to Measure Preservice Teachers' Self-Efficacy in Regard to The Teaching of Science as Inquiry

NASA Astrophysics Data System (ADS)

Dira Smolleck, Lori; Zembal-Saul, Carla; Yoder, Edgar P.

2006-06-01

The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry.

The Development and Validation of an Instrument to Measure Preservice Teachers' Self-Efficacy in Regard to The Teaching of Science as Inquiry

NASA Astrophysics Data System (ADS)

Smolleck, Lori Dira; Zembal-Saul, Carla; Yoder, Edgar P.

2006-06-01

The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry.

Preservice elementary teachers' alternative conceptions of science and their self-efficacy beliefs about science teaching

NASA Astrophysics Data System (ADS)

Koc, Isil

The present study was conducted to investigate the extent to which preservice elementary teachers held alternative conceptions in fundamental elementary science concepts from earth/space science, life science, and physical science along with their self-efficacy beliefs about science teaching and to determine the relationship between these two issues. Eighty-six preservice elementary education majors enrolled in the four sections of the course titled "07E:162 Methods Elementary School Science" offered in the Science Education Center, College of Education, the University of Iowa during the 2005-2006 academic year participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions in Science Instrument constructed by Schoon and Boone (1998), Science Teaching Efficacy Belief Instrument (STEBI-B) constructed by Enochs and Riggs (1990), a participant information form, and through utilization of interviews. The results from the alternative conception instrument indicated that the majority of preservice elementary teachers held a number of alternative conceptions with most being in the physical sciences followed by earth/space, and then life science. Various sources of alternative conceptions emerged during the interview sessions. Participants mainly cited science teachers, science textbooks, and previous science experiences as sources of their alternative conceptions. On the other hand, the analysis of the self-efficacy instrument and follow-up interviews revealed generally positive self-efficacy beliefs. Findings from the study also confirmed that science courses completed in high school and college do not seem to have influenced participants' number and types of alternative conceptions regarding earth/space science, life science, and physical science and self-efficacy beliefs about science teaching. The results also indicate that participants with the lowest number of

Middle Level Mathematics Teachers' Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background

ERIC Educational Resources Information Center

Stevens, Tara; Aguirre-Munoz, Zenaida; Harris, Gary; Higgins, Raegan; Liu, Xun

2013-01-01

growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers' self-efficacy; however, without considering mathematics…

Exploring Science Teachers' Affective States: Pedagogical Discontentment, Self-efficacy, Intentions to Reform, and Their Relationships

NASA Astrophysics Data System (ADS)

Kahveci, Ajda; Kahveci, Murat; Mansour, Nasser; Alarfaj, Maher Mohammed

2017-06-01

Teachers play a key role in moving reform-based science education practices into the classroom. Based on research that emphasizes the importance of teachers' affective states, this study aimed to explore the constructs pedagogical discontentment, science teaching self-efficacy, intentions to reform, and their correlations. Also, it aimed to provide empirical evidence in light of a previously proposed theoretical model while focusing on an entirely new context in Middle East. Data were collected in Saudi Arabia with a total of randomly selected 994 science teachers, 656 of whom were females and 338 were males. To collect the data, the Arabic versions of the Science Teachers' Pedagogical Discontentment scale, the Science Teaching Efficacy Beliefs Instrument and the Intentions to Reform Science Teaching scale were developed. For assuring the validity of the instruments in a non-Western context, rigorous cross-cultural validations procedures were followed. Factor analyses were conducted for construct validation and descriptive statistical analyses were performed including frequency distributions and normality checks. Univariate analyses of variance were run to explore statistically significant differences between groups of teachers. Cross-tabulation and correlation analyses were conducted to explore relationships. The findings suggest effect of teacher characteristics such as age and professional development program attendance on the affective states. The results demonstrate that teachers who attended a relatively higher number of programs had lower level of intentions to reform raising issues regarding the conduct and outcomes of professional development. Some of the findings concerning interrelationships among the three constructs challenge and serve to expand the previously proposed theoretical model.

Children's Self-Efficacy Scale: Initial Psychometric Studies

ERIC Educational Resources Information Center

Martinelli, Selma de Cassia; Bartholomeu, Daniel; Caliatto, Susana Gakyia; Sassi, Adriana de Grecci

2009-01-01

This article describes the development of a self-efficacy measure for elementary school children. A sample of 514 children, ages 8 to 11, enrolled in Grades 2 to 4 of public schools in Brazil was investigated. The scale included 78 descriptive items about academic situations, in which the child was required to respond on a 5-point scale, the…

Impact of Project Based Learning on Teacher Self-Efficacy in the Age of Common Core State Standards

ERIC Educational Resources Information Center

Hazelton, Marnie R.

2017-01-01

The purpose of this study was to evaluate whether the implementation of PBL in a high needs district had a positive impact on teacher self-efficacy, student engagement and student motivation. In general, the findings indicated that the implementation of PBL increased teacher self-efficacy and led to an increase in student motivation and…

Primary School Teachers' Levels of Self-Efficacy According to Various Settlement Areas

ERIC Educational Resources Information Center

Erdemir, Naki

2011-01-01

The purpose of this study was to determine how elementary teachers use computers, the Internet, and educational technology in the educational process. The purpose was also to gain information regarding the teachers' possession of technological devices and their levels of self-efficacy in using them among the different types of settlement areas.…

An Investigation of Music Teaching Self-Efficacy Levels of Prospective Preschool Teachers

ERIC Educational Resources Information Center

Koca, Sehriban

2013-01-01

The aim of the study is to investigate music teaching self-efficacy levels of prospective preschool teachers. The study used survey model. Participants of the study consisted of a total of 120 prospective teachers studying at Mersin University, Faculty of Education, Department of Primary Education Preschool Teaching Program in Mersin, a City in…

Scales for assessing self-efficacy of nurses and assistants for preventing falls

PubMed Central

Dykes, Patricia C.; Carroll, Diane; McColgan, Kerry; Hurley, Ann C.; Lipsitz, Stuart R.; Colombo, Lisa; Zuyev, Lyubov; Middleton, Blackford

2011-01-01

Aim This paper is a report of the development and testing of the Self-Efficacy for Preventing Falls Nurse and Assistant scales. Background Patient falls and fall-related injuries are traumatic ordeals for patients, family members and providers, and carry a toll for hospitals. Self-efficacy is an important factor in determining actions persons take and levels of performance they achieve. Performance of individual caregivers is linked to the overall performance of hospitals. Scales to assess nurses and certified nursing assistants’ self-efficacy to prevent patients from falling would allow for targeting resources to increase SE, resulting in improved individual performance and ultimately decreased numbers of patient falls. Method Four phases of instrument development were carried out to (1) generate individual items from eight focus groups (four each nurse and assistant conducted in October 2007), (2) develop prototype scales, (3) determine content validity during a second series of four nurse and assistant focus groups (January 2008) and (4) conduct item analysis, paired t-tests, Student’s t-tests and internal consistency reliability to refine and confirm the scales. Data were collected during February–December, 2008. Results The 11-item Self-Efficacy for Preventing Falls Nurse had an alpha of 0·89 with all items in the range criterion of 0·3–0·7 for item total correlation. The 8-item Self-Efficacy for Preventing Falls Assistant had an alpha of 0·74 and all items had item total correlations in the 0·3–0·7 range. Conclusions The Self-Efficacy for Preventing Falls Nurse and Self-Efficacy for Preventing Falls Assistant scales demonstrated psychometric adequacy and are recommended to measure bedside staff’s self-efficacy beliefs in preventing patient falls. PMID:21073506

Influence of an Intensive, Field-Based Life Science Course on Preservice Teachers' Self-Efficacy for Environmental Science Teaching

NASA Astrophysics Data System (ADS)

Trauth-Nare, Amy

2015-08-01

Personal and professional experiences influence teachers' perceptions of their ability to implement environmental science curricula and to positively impact students' learning. The purpose of this study was twofold: to determine what influence, if any, an intensive field-based life science course and service learning had on preservice teachers' self-efficacy for teaching about the environment and to determine which aspects of the combined field-based course/service learning preservice teachers perceived as effective for enhancing their self-efficacy. Data were collected from class documents and written teaching reflections of 38 middle-level preservice teachers. Some participants ( n = 18) also completed the Environmental Education Efficacy Belief Instrument at the beginning and end of the semester. Both qualitative and quantitative data analyses indicated a significant increase in PSTs' personal efficacies for environmental teaching, t(17) = 4.50, p = .000, d = 1.30, 95 % CI (.33, .90), but not outcome expectancy, t(17) = 1.15, p = .268, d = .220, 95 % CI (-.06, .20). Preservice teachers reported three aspects of the course as important for enhancing their self-efficacies: learning about ecological concepts through place-based issues, service learning with K-5 students and EE curriculum development. Data from this study extend prior work by indicating that practical experiences with students were not the sole factor in shaping PSTs' self-efficacy; learning ecological concepts and theories in field-based activities grounded in the local landscape also influenced PSTs' self-efficacy.

Comparison of Self-Efficacy between Male and Female Pre-Service Early Childhood Teachers

ERIC Educational Resources Information Center

Sak, Ramazan

2015-01-01

Teaching in early childhood classrooms is a female-dominated job all over the world. The aim of this study is to compare male and female pre-service early childhood teachers' sense of self-efficacy. The study sample of 451 pre-service teachers consisted of 231 female and 220 males. The Turkish-language version of the Teachers' Sense of Efficacy…

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

ERIC Educational Resources Information Center

Nissim, Yonit; Weissblueth, Eyal

2017-01-01

The current study sought to explore the experiences of pre-service student teachers in a teaching unit in VR within a special course framework which was intended to enhance student-teacher's 21st century skills and growth processes. In particular, how their experiences working with VR affected their self-efficacy. The research population comprised…

The Influence of Mentoring Relationship Quality and Satisfaction on Novice Teachers' Self-Efficacy

ERIC Educational Resources Information Center

Alessa, Matar Ahmed

2017-01-01

This study examined the influence of mentoring relationship quality, mentoring satisfaction, and mentor matches on novice teachers' self-efficacy. Additionally, the study continued to explore a Midwestern State's mentoring program features, novice teachers' needs, and challenges of working conditions. The study surveyed 340 novice teachers, with a…

A Comparison of Swiss and Turkish Pre-Service Science Teachers' Attitudes, Anxiety and Self-Efficacy Regarding Educational Technology

ERIC Educational Resources Information Center

Efe, Hülya Aslan; Efe, Rifat; Yücel, Sait

2016-01-01

In this study, pre-service science teachers' anxiety, self-efficacy and attitudes regarding educational technology were investigated. Given the increased emphasis on educational technology in the classroom, teachers' attitudes, anxiety and self-efficacy regarding educational technology are important. The study was conducted with a total of 726…

Perceived Influence of an Instructional Coaching Program on Teacher Self-Efficacy: Voluntary Participation in Comparison to Mandated Participation

ERIC Educational Resources Information Center

Wiedlich, David Matthew

2017-01-01

This research study explored perceived influence of an instructional coaching program on teacher self-efficacy based on voluntary participation in comparison to mandated participation. At the time of this study, the literature on instructional coaching incorporated studies that tie instructional coaching to increases in teacher self-efficacy;…

"Me? Teach Science?" Exploring EC-4 Pre-Service Teachers' Self Efficacy in an Inquiry-Based Constructivist Physics Classroom

ERIC Educational Resources Information Center

Narayan, Ratna; Lamp, David

2010-01-01

In this qualitative and interpretive study, we investigated factors that influenced elementary preservice teachers' self-efficacy in a constructivist, inquiry-based physics class. Bandura's (1977) theory of social learning was used as a basis to examine preservice teacher's self-efficacy. Participants included 70 female EC-4 preservice teachers…

Prospective Teachers' Lifelong Learning Tendencies and Information Literacy Self-Efficacy

ERIC Educational Resources Information Center

Demirel, Melek; Akkoyunlu, Buket

2017-01-01

The purpose of this study is to determine the correlations between prospective teachers' lifelong learning tendencies and their information literacy self-efficacy. It is also to find out if such properties differed significantly in terms of gender, grade, computer usage skills, achievement perception, and willingness to pursue an academic career…

Cultural Adaptation and Validation of the Cultural Self-Efficacy Scale for Colombian Nursing Professionals.

PubMed

Herrero-Hahn, Raquel; Rojas, Juan Guillermo; Ospina-Díaz, Juan Manuel; Montoya-Juárez, Rafael; Restrepo-Medrano, Juan Carlos; Hueso-Montoro, César

2017-03-01

The level of cultural self-efficacy indicates the degree of confidence nursing professionals possess for their ability to provide culturally competent care. Cultural adaptation and validation of the Cultural Self-Efficacy Scale was performed for nursing professionals in Colombia. A scale validation study was conducted. Cultural adaptation and validation of the Cultural Self-Efficacy Scale was performed using a sample of 190 nurses in Colombia, between September 2013 and April 2014. This sample was chosen via systematic random sampling from a finite population. The scale was culturally adapted. Cronbach's alpha for the revised scale was .978. Factor analysis revealed the existence of six factors grouped in three dimensions that explained 68% of the variance. The results demonstrated that the version of the Cultural Self-Efficacy Scale adapted to the Colombian context is a valid and reliable instrument for determining the level of cultural self-efficacy of nursing professionals.

Teacher Efficacy and Preservice Teachers: A Construct Validation.

ERIC Educational Resources Information Center

Kushner, Susan N.

A construct validation of a modified version of a teacher efficiency scale was conducted to establish its use with preservice teachers. The scale adapted by A. E. Woolfolk and W. K. Hoy from one constructed by S. Gibson and M. H. Dembo, which contained 12 personal efficacy (PE) and 6 general teaching efficacy (TE) items, was further modified for…

The Sources of Science Teaching Self-Efficacy among Elementary School Teachers: A Mediational Model Approach

ERIC Educational Resources Information Center

Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan

2015-01-01

This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological--pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes)…

An Analysis of Self-Efficacy Perceptions of Physical Education and Sport Teacher Candidates and Other Teacher Candidates on Teaching Profession

ERIC Educational Resources Information Center

Ozer, Tugce; Demirel, Duygu H.

2017-01-01

Aim of this research is to identify the self-efficacy perception levels of teacher candidates studying at department of Physical Education and Sport and other teaching departments towards teaching profession, to present whether these the self-efficacy perceptions differ or not depending on independent variables acquired from the personal…

I Like Facebook: Exploring Israeli High School Chemistry Teachers' TPACK and Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Blonder, Ron; Rap, Shelley

2017-01-01

The goal of this research was to examine how Israeli chemistry teachers at high school level use Facebook groups to facilitate learning. Two perspectives were used: Teachers' TPACK (Technological Pedagogical Content Knowledge) and the self-efficacy beliefs of chemistry teachers for using CLFG (chemistry learning Facebook groups). Three different…

Development and validation of the French-Canadian Chronic Pain Self-efficacy Scale

PubMed Central

Lacasse, Anaïs; Bourgault, Patricia; Tousignant-Laflamme, Yannick; Courtemanche-Harel, Roxanne; Choinière, Manon

2015-01-01

BACKGROUND: Perceived self-efficacy is a non-negligible outcome when measuring the impact of self-management interventions for chronic pain patients. However, no validated, chronic pain-specific self-efficacy scales exist for studies conducted with French-speaking populations. OBJECTIVES: To establish the validity of the use of the French-Canadian Chronic Pain Self-efficacy Scale (FC-CPSES) among chronic pain patients. METHODS: The Chronic Disease Self-Efficacy Scale is a validated 33-item self-administered questionnaire that measures perceived self-efficacy to perform self-management behaviours, manage chronic disease in general and achieve outcomes (a six-item version is also available). This scale was adapted to the context of chronic pain patients following cross-cultural adaptation guidelines. The FC-CPSES was administered to 109 fibromyalgia and 34 chronic low back pain patients (n=143) who participated in an evidence-based self-management intervention (the PASSAGE program) offered in 10 health care centres across the province of Quebec. Cronbach’s alpha coefficients (α) were calculated to determine the internal consistency of the 33- and six-item versions of the FC-CPSES. With regard to convergent construct validity, the association between the FC-CPSES baseline scores and related clinical outcomes was examined. With regard to the scale’s sensitivity to change, pre- and postintervention FC-CPSES scores were compared. RESULTS: Internal consistency was high for both versions of the FC-CPSES (α=0.86 to α=0.96). Higher self-efficacy was significantly associated with higher mental health-related quality of life and lower pain intensity and catastrophizing (P<0.05), supporting convergent validity of the scale. There was a statistically significant increase in FC-CPSES scores between pre- and postintervention measures for both versions of the FC-CPSES (P<0.003), which supports their sensitivity to clinical change during an intervention. CONCLUSIONS: These

Teacher's Autonomy Support and Engagement in Math: Multiple Mediating Roles of Self-efficacy, Intrinsic Value, and Boredom.

PubMed

Wang, Jia; Liu, Ru-De; Ding, Yi; Xu, Le; Liu, Ying; Zhen, Rui

2017-01-01

Previous studies have highlighted the impacts of environmental factors (teacher's autonomy support) and individual factors (self-efficacy, intrinsic value, and boredom) on academic engagement. This study aimed to investigate these variables and examine the relations among them. Three structural equation models tested the multiple mediational roles of self-efficacy, intrinsic value, and boredom in the relation between teacher's autonomy support and behavioral, emotional, and cognitive engagement, respectively, in math. A total of 637 Chinese middle school students (313 males, 324 females; mean age = 14.82) voluntarily participated in this study. Results revealed that self-efficacy, intrinsic value, and boredom played important and mediating roles between perceived teacher's autonomy support and student engagement. Specifically, these three individual variables partly mediated the relations between perceived teacher's autonomy support and behavioral and cognitive engagement, while fully mediating the relation between perceived teacher's autonomy support and emotional engagement. These findings complement and extend the understanding of factors affecting students' engagement in math.

Adapting Sources of Middle School Mathematics Self-Efficacy Scale to Turkish Culture

ERIC Educational Resources Information Center

Kontas, Hakki; Özcan, Bahadir

2017-01-01

The purpose of this study was to adapt the Sources of Middle School Mathematics Self-Efficacy Scale developed by Usher and Pajares to Turkish culture. This scale assesses Bandura's theorized sources of self-efficacy among mathematics students in middle school. After the Turkish version of the scale was formed, it was applied 6th, 7th and 8th…

Examining the Relationship Between Teachers' ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice.

PubMed

Hatlevik, Ida K R; Hatlevik, Ove E

2018-01-01

Information and communication technology (ICT) is now an integrated and central element of modern life, and its rapid emergence is changing the execution and organization of work and learning. Digital technology is also important for schools, and hence for teachers' working days. However, among today's teachers, not everyone has the knowledge required to teach using digital technology. Recent research indicates that self-efficacy is important for how teachers master their practice. This paper addresses teachers' ICT self-efficacy for educational purposes, and examines the assumed antecedents of teachers' self-efficacy. Data from 1,158 teachers at 116 Norwegian schools was analyzed. The results indicate that teachers' self-efficacy for using ICT in their teaching practice is associated with their use of ICT in teaching and their general ICT self-efficacy. In addition, the results show that collegial collaboration among teachers has a positive association with the use of ICT in their teaching practice. One interpretation of these findings is that general ICT self-efficacy is necessary for developing ICT self-efficacy for educational purposes and being able to use ICT in education. However, further research is required to scrutinize the relationships between these concepts.

A comparative study of self-efficacy, outcome expectancy, and retention of beginning urban science teachers

NASA Astrophysics Data System (ADS)

Klein, Nina

The purpose of the multi-tiered study presented is to compare the effect of credentialing route on the self-efficacy, outcome expectancy, and retention of beginning urban science teachers serving students in a large urban school district in Southern California. Candidates from one traditional, university-based teacher education program and from two alternative programs, the Teach for America and District Intern Programs, were surveyed and interviewed during the second semester of their first year of teaching. To determine the potential of a difference in self-efficacy and outcome expectancy, the study gave teachers a modified version of the Science Teachers' Efficacy Belief Instrument (STEBI), developed and validated by Riggs and Enochs (1989). Two representative candidates from each program were then interviewed in order to probe for deeper understanding of possible sources of their efficacy and outcome expectancy. The final part of the study is an evaluation of retention data from the three programs, each to triangulate this information with data collected from the surveys, and comparing these retention rates with published data. The study provides data on unresearched questions about traditionally and alternatively credentialed science teachers in urban settings in California.

Pre-Service Music Teachers' Piano Performance Self-Efficacy Belief Inversely Related to Musical Performance Anxiety Levels

ERIC Educational Resources Information Center

Egilmez, Hatice Onuray

2015-01-01

Many factors affect piano performance, including students' self-confidence and self-efficacy about playing an instrument. This study assessed piano performance self-efficacy beliefs in pre-service music teachers studying at the music education department of education faculty of Uludag University to a certain relationships between the strength of…

[Psychometric properties of a self-efficacy scale for physical activity in Brazilian adults].

PubMed

Rech, Cassiano Ricardo; Sarabia, Tais Taiana; Fermino, Rogério César; Hallal, Pedro Curi; Reis, Rodrigo Siqueira

2011-04-01

To test the validity and reliability of a self-efficacy scale for physical activity (PA) in Brazilian adults. A self-efficacy scale was applied jointly with a multidimensional questionnaire through face-to-face interviews with 1,418 individuals (63.4% women) aged ≥ 18 years. The scale was submitted to validity (factorial and construct) and reliability analysis (internal consistency and temporal stability). A test-retest procedure was conducted with 74 individuals to evaluate temporal stability. Exploratory factor analyses revealed two independent factors: self-efficacy for walking and self-efficacy for moderate and vigorous PA (MVPA). Together, these two factors explained 65.4% of the total variance of the scale (20.9% and 44.5% for walking and MVPA, respectively). Cronbach's alpha values were 0.83 for walking and 0.90 for MVPA, indicating high internal consistency. Both factors were significantly and positively correlated (rho ≥ 0.17, P < 0.001) with quality of life indicators (health perception, self-satisfaction, and energy for daily activities), indicating an adequate construct validity. The scale's validity, internal consistency, and reliability were adequate to evaluate self-efficacy for PA in Brazilian adults.

Development and initial validation of the appropriate antibiotic use self-efficacy scale.

PubMed

Hill, Erin M; Watkins, Kaitlin

2018-06-04

While there are various medication self-efficacy scales that exist, none assess self-efficacy for appropriate antibiotic use. The Appropriate Antibiotic Use Self-Efficacy Scale (AAUSES) was developed, pilot tested, and its psychometric properties were examined. Following pilot testing of the scale, a 28-item questionnaire was examined using a sample (n = 289) recruited through the Amazon Mechanical Turk platform. Participants also completed other scales and items, which were used in assessing discriminant, convergent, and criterion-related validity. Test-retest reliability was also examined. After examining the scale and removing items that did not assess appropriate antibiotic use, an exploratory factor analysis was conducted on 13 items from the original scale. Three factors were retained that explained 65.51% of the variance. The scale and its subscales had adequate internal consistency. The scale had excellent test-retest reliability, as well as demonstrated convergent, discriminant, and criterion-related validity. The AAUSES is a valid and reliable scale that assesses three domains of appropriate antibiotic use self-efficacy. The AAUSES may have utility in clinical and research settings in understanding individuals' beliefs about appropriate antibiotic use and related behavioral correlates. Future research is needed to examine the scale's utility in these settings. Copyright © 2018 Elsevier B.V. All rights reserved.

The Quest for Comparability: Studying the Invariance of the Teachers' Sense of Self-Efficacy (TSES) Measure across Countries.

PubMed

Scherer, Ronny; Jansen, Malte; Nilsen, Trude; Areepattamannil, Shaljan; Marsh, Herbert W

2016-01-01

Teachers' self-efficacy is an important motivational construct that is positively related to a variety of outcomes for both the teachers and their students. This study addresses challenges associated with the commonly used 'Teachers' Sense of Self-Efficacy (TSES)' measure across countries and provides a synergism between substantive research on teachers' self-efficacy and the novel methodological approach of exploratory structural equation modeling (ESEM). These challenges include adequately representing the conceptual overlap between the facets of self-efficacy in a measurement model (cross-loadings) and comparing means and factor structures across countries (measurement invariance). On the basis of the OECD Teaching and Learning International Survey (TALIS) 2013 data set comprising 32 countries (N = 164,687), we investigate the effects of cross-loadings in the TSES measurement model on the results of measurement invariance testing and the estimation of relations to external constructs (i.e., working experience, job satisfaction). To further test the robustness of our results, we replicate the 32-countries analyses for three selected sub-groups of countries (i.e., Nordic, East and South-East Asian, and Anglo-Saxon country clusters). For each of the TALIS 2013 participating countries, we found that the factor structure of the self-efficacy measure is better represented by ESEM than by confirmatory factor analysis (CFA) models that do not allow for cross-loadings. For both ESEM and CFA, only metric invariance could be achieved. Nevertheless, invariance levels beyond metric invariance are better achieved with ESEM within selected country clusters. Moreover, the existence of cross-loadings did not affect the relations between the dimensions of teachers' self-efficacy and external constructs. Overall, this study shows that a conceptual overlap between the facets of self-efficacy exists and can be well-represented by ESEM. We further argue for the cross

The Impact of Organizational Culture on High School Teachers' Self-Efficacy, Job Satisfaction, and Student Achievement

ERIC Educational Resources Information Center

DeNicola, Thomas C.

2015-01-01

The purpose of this study was to examine the impact that school culture, comprised of the variables cultivating a culture of collaboration, employing a data-informed focus on improvement through professional communication, and organizational commitment had on teachers' self-efficacy (teacher autonomy, interpersonal efficacy, and professional…

The Relationship between Teacher Attitude and Self-Efficacy for Inclusive Practices in Turkey

ERIC Educational Resources Information Center

Özokcu, Osman

2018-01-01

This study aims to investigate the relationship between Turkish teachers' attitudes and their self-efficacy for inclusive practices using a relational survey design. Study participants included a total of 1163 preschool, classroom, subject-matter, and special-education teachers from four different geographical regions in Turkey. The data was…

The Role of Teacher Characteristics and Practices on Upper Secondary School Students' Mathematics Self-Efficacy in Nyanza Province of Kenya: A Multilevel Analysis

ERIC Educational Resources Information Center

Bagaka's, Joshua Gisemba

2011-01-01

The study identified two dimensions of teacher self-efficacy and practices and five dimensions of students' mathematics self-efficacy and sought to determine the extent to which teacher characteristics and practices can enhance secondary school students' self-efficacy. Data were collected from 13,173 students in 193 teachers' classrooms from 141…

Authentic Learning Exercises as a Means to Influence Preservice Teachers' Technology Integration Self-Efficacy and Intentions to Integrate Technology

ERIC Educational Resources Information Center

Banas, Jennifer R.; York, Cindy S.

2014-01-01

This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers' technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers' technology integration self-efficacy and change in intentions to…

The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

NASA Astrophysics Data System (ADS)

Alshalaan, Nasser A.

Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000

2011 Outstanding AFCPE[R] Conference Paper: Development and Validation of a Financial Self-Efficacy Scale

ERIC Educational Resources Information Center

Lown, Jean M.

2011-01-01

This study developed a 6-item Financial Self-Efficacy Scale for use by researchers, educators, counselors, and advisors. Bandura's concept of self-efficacy and Prochaska's Transtheoretical Model of Behavior Change provided the theoretical framework. Scale items were adapted from Schwarzer and Jerusalem's (1995) General Self-Efficacy Scale.…

Measurement Equivalence of Teachers' Sense of Efficacy Scale Using Latent Growth Methods

ERIC Educational Resources Information Center

Basokçu, T. Oguz; Ögretmen, T.

2016-01-01

This study is based on the application of latent growth modeling, which is one of structural equation models on real data. Teachers' Sense of Efficacy Scale (TSES), which was previously adapted into Turkish was administered to 200 preservice teachers at different time intervals for three times and study data was collected. Measurement equivalence…

Rating Scale Analysis and Psychometric Properties of the Caregiver Self-Efficacy Scale for Transfers

ERIC Educational Resources Information Center

Cipriani, Daniel J.; Hensen, Francine E.; McPeck, Danielle L.; Kubec, Gina L. D.; Thomas, Julie J.

2012-01-01

Parents and caregivers faced with the challenges of transferring children with disability are at risk of musculoskeletal injuries and/or emotional stress. The Caregiver Self-Efficacy Scale for Transfers (CSEST) is a 14-item questionnaire that measures self-efficacy for transferring under common conditions. The CSEST yields reliable data and valid…

Secondary School Teachers' Courses of Action in Relation to Experience and Sense of Self-Efficacy.

ERIC Educational Resources Information Center

Korevaar, Gerda

This study describes and assesses the influence of experience and self-confidence on teachers' reactions to problematic situations. Participants in the study were 303 expert and 136 student teachers. Data were obtained by using the questionnaires, "Situations" and "Sense of Efficacy." As expected, student teachers and expert teachers with a high…

Using Illustrations to Depict Preservice Science Teachers' Self-Efficacy: A Case Study

ERIC Educational Resources Information Center

Greco, Robert Del; Bernadowski, Carianne; Parker, Susan

2018-01-01

This qualitative case study conducted at a small private university in the U.S. found that preservice teacher self-efficacy increased over the course of four semesters when taught inquiry-based instruction from a Social Constructivist Theoretical framework. This study utilized "A Draw a Science Teacher Test Checklist (DASTT-C)" created…

The Effect of Self Reflections through Electronic Journals (E-Journals) on the Self Efficacy of Pre-Service Teachers

ERIC Educational Resources Information Center

Tavýl, Zekiye Müge

2014-01-01

This study aims both to provide information about the self-reflections of pre-service teachers keeping self-reflective e-journals during the practicum period and to determine the relationship between their self-reflection and self-efficacy levels. Both quantitative and qualitative data were analysed in integration to gain deeper insight into the…

Self-regulation workshop and Occupational Performance Coaching with teachers: A pilot study.

PubMed

Hui, Caroline; Snider, Laurie; Couture, Mélanie

2016-04-01

Teachers' occupational role and performance can be undermined when working with students with disruptive classroom behaviours. This pilot study aimed to explore the impact of school-based occupational therapy intervention on teachers' classroom management self-efficacy and perceived performance/satisfaction in their management of students with disruptive behaviours. This pilot study used a multiple-case replication study design. A cohort of regular classroom elementary school teachers (n = 11) participated in a 1-day workshop on sensorimotor strategies for supporting student self-regulation followed by eight individual sessions of Occupational Performance Coaching (OPC). Measurement tools were the Canadian Occupational Performance Measure, Goal Attainment Scaling (GAS), and Teachers' Self-Efficacy Scale-Classroom Management. Improvement in teachers' perception of performance, satisfaction, and classroom management was seen. GAS showed clinically significant improvement. Improvements were sustained at 7 weeks follow-up. Preliminary results support the use of sensorimotor education combined with OPC to enable teachers' occupational performance. © CAOT 2016.

Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers

PubMed Central

Minghui, Lu; Lei, Hao; Xiaomeng, Chen; Potměšilc, Miloň

2018-01-01

This paper investigates the relationship between teacher efficacy and socio-demographic factors, work engagement, and social support among Chinese special education school teachers. The sample comprised 1,027 special education school teachers in mainland China. The Teachers’ Sense of Efficacy Scale, the Multi-Dimensional Scale of Perceived Social Support, and the Utrecht Work Engagement Scale were used for data collection. Correlation analysis revealed that social support, work engagement, and teacher efficacy were significantly correlated with each other. Additionally, gender, years of experience, and monthly salary were significant predictors of teacher efficacy. Furthermore, structural equation modeling analysis showed that social support exerted its indirect effect on teacher efficacy through the mediation of work engagement. The findings of this study provide a new perspective on the complex association between social support and teacher efficacy. The explanations and limitations of these findings are discussed. PMID:29867634

Characteristics of the Spanish- and English-Language Self-Efficacy to Manage Diabetes Scales.

PubMed

Ritter, Philip L; Lorig, Kate; Laurent, Diana D

2016-04-01

The purpose of this study was to examine the characteristics of the Spanish-language diabetes self-efficacy scale (DSES-S) and the English-language version (DSES). This study consists of secondary data from 3 randomized studies that administered the DSES-S and DSES at 2 time points. The scales consist of 8 Likert-type 10-point items. Principal component analysis was applied to determine if the scales were unitary or consisted of subscales. Univariate statistics were used to describe the scales. Sensitivity to change was measured by comparing randomized treatment with control groups, where the treatment included methods designed to enhance self-efficacy. General linear models were used to examine the association between the scales and the 8 medical outcomes after controlling for demographic variables. Principal component analysis indicated that there were 2 subscales for both versions: self-efficacy for behaviors and self-efficacy to manage blood levels and medical condition. The measures had similar means across the 3 studies, high internal consistent reliability, values distributed across the entire range, and they showed no evidence of floor effects and little evidence of ceiling effects. The measures were sensitive to change. They were associated with several health indicators and behaviors at baseline, and changes were associated with changes in health measures. The self-efficacy measures behaved consistently across the 3 studies and were highly reliable. Associations with medical indicators and behaviors suggested validity, although further study would be desirable to compare other measures of self-efficacy for people with type 2 diabetes. These brief scales are appropriate for measuring self-efficacy to manage diabetes. © 2016 The Author(s).

Comparision of alternatively certified and traditionally certified Missouri high school science teachers' perceptions of self-efficacy during the induction period

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Gaither, Linda

Sixty percent of America's teachers choose traditional baccalaureate programs while the remaining choose one of several alternative pathways. While certification/training is certainly important to preparing effective teachers, other research indicates that teacher efficacy serves as the foundation of teacher behaviors and classroom practice. The purpose of this study ( N = 94 induction high school science teachers) was to determine the relationships between certification pathway and opportunities to observe modeling; between years of experience and personal teaching efficacy; and teachers' perceptions of what characteristics/ experiences best explain personal teaching efficacy. The Teacher Sense of Efficacy Scale was used in an on-line survey for Phase 1 (n = 91), to measure teacher self-efficacy. In Phase 2, a basic qualitative study was conducted using telephone interviews ( n = 2) and a focus group (n = 4) along with a series of short essay questions from the online survey (n = 91). The findings indicate a significant relationship (p = 0.01) between years of teaching and overall personal teaching-efficacy, student engagement, and instructional strategies; a relationship between opportunities to see modeling and certification pathway, where traditionally certified teachers had significantly more opportunities (p = 0.000); and a relationship between classroom management and opportunities to see modeling (p = 0.005). Qualitative analyses confirmed that traditionally-prepared teachers saw a range of "modeling" and model teachers; respondents related such opportunities to more effective teaching, especially in the realm of classroom management. As more teachers choose alternative certification, it is imperative that adequate opportunities to observe teaching strategies are modeled during the certification process and once teachers enter the classroom; they must have intrinsic and extrinsic support to be successful.

Why Do I Feel More Confident? Bandura's Sources Predict Preservice Teachers' Latent Changes in Teacher Self-Efficacy.

PubMed

Pfitzner-Eden, Franziska

2016-01-01

Teacher self-efficacy (TSE) is associated with a multitude of positive outcomes for teachers and students. However, the development of TSE is an under-researched area. Bandura (1997) proposed four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. This study introduces a first instrument to assess the four sources for TSE in line with Bandura's conception. Gathering evidence of convergent validity, the contribution that each source made to the development of TSE during a practicum at a school was explored for two samples of German preservice teachers. The first sample ( N = 359) were beginning preservice teachers who completed an observation practicum. The second sample ( N = 395) were advanced preservice teachers who completed a teaching practicum. The source measure showed good reliability, construct validity, and convergent validity. Latent true change modeling was applied to explore how the sources predicted changes in TSE. Three different models were compared. As expected, results showed that TSE changes in both groups were significantly predicted by mastery experiences, with a stronger relationship in the advanced group. Further, the results indicated that mastery experiences were largely informed by the other three sources to varying degrees depending on the type of practicum. Implications for the practice of teacher education are discussed in light of the results.

"A Compliment Is All I Need"--Teachers Telling Principals How to Promote Their Staff's Self-Efficacy

ERIC Educational Resources Information Center

Kass, Efrat

2013-01-01

The purpose of the present study is to compare the perceptions of teachers representing opposite ends of the self-efficacy spectrum regarding the effects of the principal's behavior on their professional self-efficacy. In the first quantitative stage, a statistical procedure was conducted to identify the two groups of teachers: a group of 16…

Self-Efficacy Beliefs of Pre-Service Science Teachers on Fieldtrips

ERIC Educational Resources Information Center

Köksal, Ela Ayse

2018-01-01

Science is comprised of theory and practical work and to study either part is not enough to understand the whole. Practical work such as observation and fieldtrips should be used to develop students' inquiry skills as well as to support the theory. Teachers with high self-efficacy on fieldtrips will be more likely to use this technique.…

Gender, Self-Efficacy and Achievement among South African Technology Teacher Trainees

ERIC Educational Resources Information Center

Mackay, James; Parkinson, Jean

2010-01-01

This article considers the relationship between gender and self-efficacy in teacher trainees engaged in an electricity-related design and construction task. Quantitative data (examination scores, task assessment, and questionnaire) and qualitative data (interviews and written student reflections) were collected. There is a gender bias in student…

Beginning Teachers' Self-Efficacy and Stress and the Supposed Effects of Induction Arrangements

ERIC Educational Resources Information Center

Helms-Lorenz, Michelle; Slof, Bert; Vermue, Carlien E.; Canrinus, Esther T.

2012-01-01

Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher, namely perceived stress and self-efficacy. This…

Teacher Perceptions of the Impact of Self-Efficacy on Classroom Management Style: A Case Study

ERIC Educational Resources Information Center

McCain, Patty Jo

2017-01-01

The purpose of this qualitative case study was to develop an understanding of how current and former middle school teachers in a suburban school district in northeast Georgia perceive low self-efficacy impacts their classroom management style. The theory guiding this study was Bandura's (1977) self-efficacy theory as it supported the idea that…

Inspiring Teachers to Reflect and Ask for Feedback: An Interplay of Teachers' Self-Efficacy, Principals' Feedback, and Servant Leadership Characteristics

ERIC Educational Resources Information Center

Birringer-Haig, Joan I.

2014-01-01

The goal of the study was to investigate how teachers' reflection and asking for feedback--critical aspects of teachers' professional growth--can be explained and stimulated by teachers' self-efficacy, principals' feedback, and servant leadership characteristics. A mixed-method study was conducted with data collected from surveys and interviews…

The Sources of Science Teaching Self-efficacy among Elementary School Teachers: A mediational model approach

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Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan

2015-09-01

This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological-pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes) using a mediational model approach. A total of 233 science teachers from 41 elementary schools in Taiwan were invited to take part in the study. After ensuring the validity and reliability of each questionnaire, the results indicated that each measure had satisfactory validity and reliability. Furthermore, through mediational models, the results revealed that TPACK-I and Attitudes mediated the relationship between teaching and learning conceptions and science teaching self-efficacy, suggesting that (1) knowledge of and attitudes toward Internet-based instruction (KATII) mediated the positive relationship between constructivist conceptions of teaching and learning and outcome expectancy, and that (2) KATII mediated the negative correlations between traditional conceptions of teaching and learning and teaching efficacy.

Weblogs in Teacher Education Internships: Promoting Reflection and Self-Efficacy While Reducing Stress?

ERIC Educational Resources Information Center

Petko, Dominik; Egger, Nives; Cantieni, Andrea

2017-01-01

The study examines the use of weblogs in teacher education internships and its impact on student stress levels, self-efficacy, and reflective abilities. One hundred and seventy-six student teachers were randomly assigned to five groups. Four groups used weblogs (a) with emotion-focused or with problem-focused writing assignments in combination (b)…

Teacher Support and Math Engagement: Roles of Academic Self-Efficacy and Positive Emotions

ERIC Educational Resources Information Center

Liu, Ru-De; Zhen, Rui; Ding, Yi; Liu, Ying; Wang, Jia; Jiang, Ronghuan; Xu, Le

2018-01-01

The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math…

The Effect of School and Teacher Themed Movies on Pre-Service Teachers' Professional Attitudes and Perceived Self-Efficacy

ERIC Educational Resources Information Center

Kaskaya, Alper; Unlu, Ihsan; Akar, M. Said; Ozturan Sagirli, Meryem

2011-01-01

The aim of this study is to investigate the effects of school and teacher themed movies on pre-service teachers' attitudes towards their profession and their perceived self-efficacy. As qualitative and quantitative research approaches were employed during data collection procedure, mixed methodology was adopted in this study. In the study, one of…

The Impact of "Writing Project" Professional Development on Teachers' Self-Efficacy as Writers and Teachers of Writing

ERIC Educational Resources Information Center

Locke, Terry; Whitehead, David; Dix, Stephanie

2013-01-01

This paper arises from a two-year project: "Teachers as writers: Transforming professional identity and classroom practice'" and draws on self-efficacy questionnaire data collected at the beginning and end of the project and interview data from five participating high-school teachers who were also co-researchers in the project.…

Use of ICT Technologies and Factors Affecting Pre-Service ELT Teachers' Perceived ICT Self-Efficacy

ERIC Educational Resources Information Center

Bozdogan, Derya; Özen, Rasit

2014-01-01

This study aims to identify both level and frequency of ICT technology use and factors affecting perceived self-efficacy levels of pre-service English Language Teaching (ELT) teachers' (n = 241) ICT self-efficacy. The data were collected through a survey (Çuhadar & Yücel, 2010) during the 2011-2012 academic year that includes items on the use…

Self-Efficacy: A South African Case Study on Teachers' Commitment to Integrate Climate Change Resilience into Their Teaching Practices

ERIC Educational Resources Information Center

Raath, Schalk; Hay, Anette

2016-01-01

A strong sense of self-efficacy in teachers has in many studies been consistently related to positive teaching behaviours and learner outcomes. This research reports on the differences among teachers regarding their self-efficacy and how this relates to their confidence and commitment to integrate climate change in their teaching practice. A…

Self-Efficacy, Self-Esteem, and Subjective Happiness of Teacher Candidates at the Pedagogical Formation Certificate Program

ERIC Educational Resources Information Center

Erozkan, Atilgan; Dogan, Ugur; Adiguzel, Arca

2016-01-01

This study investigated the relationship between self-efficacy, self-esteem, and subjective happiness. The study group is composed by 556 (291 female; 265 male) students who were studying at the pedagogical formation program at Mugla Sitki Kocman University. The data were collected by using the General Self-Efficacy Scale-Turkish Form,…

Increasing Science Achievement and Student Development as Related to Practicing Teachers' Self-Efficacy.

ERIC Educational Resources Information Center

Sottile, James M., Jr.; Carter, William; Watson, George

The purpose of this research was to describe how self-efficacy affects the development and science achievement of practicing teachers after their participation in a half day long hands-on science lesson provided by the Science on Wheels project. The 42 practicing K-8 teachers were from eight different counties located in a rural mid-eastern state.…

Self-Efficacy of Preservice Early Childhood Teachers Participating in an Online Environment vs. Traditional College Setting

ERIC Educational Resources Information Center

Risacher, Mary

2015-01-01

Online instruction has become a common form of learning that provides students with the opportunity to access courses from anywhere. Preservice early childhood teachers can choose to obtain their degrees online or from the traditional college setting. Preservice teachers develop self-efficacy from the onset of coursework. This self-efficacy…

Changes in teacher efficacy and beliefs during a one-year teacher preparation program

NASA Astrophysics Data System (ADS)

Lockman, Alison Schirmer

This study attempted to further understanding of factors affecting the teacher efficacy beliefs of secondary science preservice teachers, and to develop a model relating teacher efficacy to beliefs about teaching and students. A mixed quantitative and qualitative methodology was utilized in order to track participants' beliefs both broadly and in depth throughout a one-year teacher preparation program. Results from this analysis revealed that preservice teachers at the end of the program had significantly higher personal science teaching efficacy beliefs than at the beginning of the program. No significant difference in science teaching outcome expectancy beliefs was found, although individual preservice teachers did develop alternate beliefs. Teacher efficacy beliefs were directly affected by three of Bandura's four sources of self-efficacy beliefs---Mastery experiences, vicarious experiences, and verbal persuasion---with the influence of each source of self-efficacy information appearing to change during the course of the teacher preparation program. No evidence was found that affective states by themselves had resulted in belief changes, although many of the other experiences were more powerful because they were accompanied by an emotional incident. Connections between teacher efficacy beliefs, beliefs about students, and beliefs about teaching were uncovered, as was the importance of content knowledge and pedagogical content knowledge on a teacher's sense of efficacy.

Social Persuasions by Teachers as a Source of Student Self-Efficacy: The Moderating Role of Perceived Teacher Credibility

ERIC Educational Resources Information Center

Won, Sungjun; Lee, Sun-Young; Bong, Mimi

2017-01-01

The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers' persuasion as a source of students' academic self-efficacy. In the contexts of both general school learning and a specific subject of Korean…

Evidence-Based Mental Health Practices with Children Self-Efficacy Scale: Development and Preliminary Findings

ERIC Educational Resources Information Center

McMeel, Lorri S.; Leathers, Sonya J.; Strand, Tonya C.

2017-01-01

This article reviews existing measures related to evidence-based practices with children and self-efficacy and describes the development and psychometric properties of the Evidence-Based Mental Health Practices With Children Efficacy Scale. This scale was developed to assess students' and clinicians' self-efficacy in their abilities to use…

Teacher Efficacy of Secondary Special Education Science Teachers

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Bonton, Celeste

Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.

Primary Pre-Service Teachers' Perceptions of Course Related Factors That Enhance Instructional Self-Efficacy

ERIC Educational Resources Information Center

Christian, Beverly J.

2017-01-01

Pre-service teachers' instructional self-efficacy, that is, their belief in their own ability to foster learning with instructional tactics, is one predictor of classroom effectiveness. This qualitative investigation used focus groups to gather data from fifty-one preservice teachers enrolled in one Bachelor of Education (Primary) degree in…

Examination of Occupational Anxiety Levels and Academic Self-Efficacy of Physical Education Teacher Candidates

ERIC Educational Resources Information Center

Pehlevan, Zeka; Mustu,Eda; Çepikkurt, Fatma

2017-01-01

This study aims at determining the occupational anxiety level of pre-service physical education teachers according to variables, and revealing the correlation between occupational anxiety and academic self-efficacy. Study group consists of 586 pre-service teachers from 10 different universities in Turkey. Data is collected by "Occupational…

Why Do I Feel More Confident? Bandura's Sources Predict Preservice Teachers' Latent Changes in Teacher Self-Efficacy

PubMed Central

Pfitzner-Eden, Franziska

2016-01-01

Teacher self-efficacy (TSE) is associated with a multitude of positive outcomes for teachers and students. However, the development of TSE is an under-researched area. Bandura (1997) proposed four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. This study introduces a first instrument to assess the four sources for TSE in line with Bandura's conception. Gathering evidence of convergent validity, the contribution that each source made to the development of TSE during a practicum at a school was explored for two samples of German preservice teachers. The first sample (N = 359) were beginning preservice teachers who completed an observation practicum. The second sample (N = 395) were advanced preservice teachers who completed a teaching practicum. The source measure showed good reliability, construct validity, and convergent validity. Latent true change modeling was applied to explore how the sources predicted changes in TSE. Three different models were compared. As expected, results showed that TSE changes in both groups were significantly predicted by mastery experiences, with a stronger relationship in the advanced group. Further, the results indicated that mastery experiences were largely informed by the other three sources to varying degrees depending on the type of practicum. Implications for the practice of teacher education are discussed in light of the results. PMID:27807422

Brief Self-Efficacy Scales for use in Weight-Loss Trials: Preliminary Evidence of Validity

PubMed Central

Wilson, Kathryn E.; Harden, Samantha M.; Almeida, Fabio A.; You, Wen; Hill, Jennie L.; Goessl, Cody; Estabrooks, Paul A.

2015-01-01

Self-efficacy is a commonly included cognitive variable in weight-loss trials, but there is little uniformity in its measurement. Weight-loss trials frequently focus on physical activity (PA) and eating behavior, as well as weight loss, but no survey is available that offers reliable measurement of self-efficacy as it relates to each of these targeted outcomes. The purpose of this study was to test the psychometric properties of brief, pragmatic self-efficacy scales specific to PA, healthful eating and weight-loss (4 items each). An adult sample (n=1790) from 28 worksites enrolled in a worksite weight-loss program completed the self-efficacy scale, as well as measures of PA, dietary fat intake, and weight, at baseline, 6-, and 12-months. The hypothesized factor structure was tested through confirmatory factor analysis, which supported the expected factor structure for three latent self-efficacy factors, specific to PA, healthful eating, and weight-loss. Measurement equivalence/invariance between relevant demographic groups, and over time was also supported. Parallel growth processes in self-efficacy factors and outcomes (PA, fat intake, and weight) support the predictive validity of score interpretations. Overall, this initial series of psychometric analyses supports the interpretation that scores on these scales reflect self-efficacy for PA, healthful eating, and weight-loss. The use of this instrument in large-scale weight-loss trials is encouraged. PMID:26619093

Teachers' Self-Efficacy, Sentiments, Attitudes, and Concerns about the Inclusion of Students with Developmental Disabilities

ERIC Educational Resources Information Center

Montgomery, Angela; Mirenda, Pat

2014-01-01

This study examined relationships between three factors related to teacher self-efficacy (use of inclusive instruction, collaboration with others, and managing disruptive behaviour) and practicing teachers' sentiments, attitudes, and concerns about inclusive education of students with developmental disabilities. We calculated Pearson…

Elementary School Teachers' Motivation toward Web-Based Professional Development, and the Relationship with Internet Self-Efficacy and Belief about Web-Based Learning

ERIC Educational Resources Information Center

Kao, Chia-Pin; Wu, Ying-Tien; Tsai, Chin-Chung

2011-01-01

This study was conducted to explore the relationships between teachers' motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning. By gathering questionnaire data from 484 elementary school teachers, this study indicated that the teachers' Internet self-efficacy and behavioral beliefs about…

Preservice Teachers' Teacher Efficacy Beliefs and Constructivist-Based Teaching Practice

ERIC Educational Resources Information Center

Temiz, Tugba; Topcu, Mustafa Sami

2013-01-01

The purpose of this paper is to explore the relationship between preservice teachers' (PTs) teacher efficacy beliefs and their constructivist-based teaching practices. Data were gathered through the questionnaire (Teachers' Sense of Efficacy Scale) and the observation protocol (Reformed Teaching Observation Protocol) administered to the…

Level of Self-Efficacy of Prospective Mathematics Teachers on Competencies for Planning and Organizing Instruction

ERIC Educational Resources Information Center

San, Ismail

2014-01-01

The purpose of this study was to determine the level of self-efficacy of prospective mathematics teachers (PMTs) on the competency "planning and organizing instruction" that is one of the teacher competencies identified in 2009 by Ministry of Education. The sample of this study consists of 111 total prospective teachers (PTs) study in…

Elementary EFL Teachers' Computer Phobia and Computer Self-Efficacy in Taiwan

ERIC Educational Resources Information Center

Chen, Kate Tzuching

2012-01-01

The advent and application of computer and information technology has increased the overall success of EFL teaching; however, such success is hard to assess, and teachers prone to computer avoidance face negative consequences. Two major obstacles are high computer phobia and low computer self-efficacy. However, little research has been carried out…

Pre-Service Teacher Self-Efficacy for Teaching Students with Disabilities: What Knowledge Matters?

ERIC Educational Resources Information Center

Browarnik, Brooke; Bell, Sherry Mee; McCallum, R. Steve; Smyth, Kelly; Martin, Melissa

2017-01-01

The relation between items assessing knowledge about educating students with disabilities and the Tschannen-Moran and Hoy's Teachers' Sense of Efficacy Scale (TSES; 2001) was explored for 140 preservice, general education teachers using biserial correlation coefficients and a multiple regression equation. From the data collected, 8 correlations…

Turkish and English Language Teacher Candidates' Perceived Computer Self-Efficacy and Attitudes toward Computer

ERIC Educational Resources Information Center

Adalier, Ahmet

2012-01-01

The aim of this study is to reveal the relation between the Turkish and English language teacher candidates' social demographic characteristics and their perceived computer self-efficacy and attitudes toward computer. The population of the study consists of the teacher candidates in the Turkish and English language departments at the universities…

Effects of Social Persuasion from Parents and Teachers on Chinese Students' Self-Efficacy: An Exploratory Study

ERIC Educational Resources Information Center

Lam, Yuen Yi; Chan, Joanne Chung Yan

2017-01-01

This study compared the effects of social persuasion from parents and teachers on students' self-efficacy in reading comprehension in English as a foreign language. Ninety-nine Grade 8 Chinese students in a secondary school in Hong Kong completed a questionnaire with six scenarios which tapped their self-efficacy after receiving positive and…

The Teaching Processes of Prospective Science Teachers with Different Levels of Science-Teaching Self-Efficacy Belief

ERIC Educational Resources Information Center

Saka, Mehpare; Bayram, Hale; Kabapinar, Filiz

2016-01-01

The concept of self-efficacy, which is an important variable in the teaching process, and how it reflects on teaching have recently been the focus of attention. Therefore, this study deals with the relationship between the science-teaching self-efficacy beliefs of prospective science teachers and their teaching practices. It was conducted with…

Cross-Cultural Validation of Teachers' Sense of Efficacy Scale in Three Asian Countries: Test of Measurement Invariance

ERIC Educational Resources Information Center

Ruan, Jiening; Nie, Youyan; Hong, Ji; Monobe, Gumiko; Zheng, Guomin; Kambara, Hitomi; You, Sula

2015-01-01

The purpose of this study is to validate the widely adopted Teachers' Sense of Efficacy Scale (TSES) for the East Asian context. The researchers seek to find out whether TSES holds validity and reliability and is appropriate for use to measure teacher efficacy in China, Korea, and Japan. 489 teachers from the three countries participated in the…

The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching

NASA Astrophysics Data System (ADS)

Mathew, Nishi Mary

Preservice elementary teachers' science teaching efficacy and attitude towards science teaching are important determinants of whether and how they will teach science in their classrooms. Preservice teachers' understanding of science and science teaching experiences have an impact on their beliefs about their ability to teach science. This study had a quasi-experimental pretest-posttest control group design (N = 60). Preservice elementary teachers in this study were networked through the Internet (using e-mail, newsgroups, listserv, world wide web access and electronic mentoring) during their science methods class and student practicum. Electronic networking provides a social context in which to learn collaboratively, share and reflect upon science teaching experiences and practices, conduct tele-research effectively, and to meet the demands of student teaching through peer support. It was hoped that the activities over the electronic networks would provide them with positive and helpful science learning and teaching experiences. Self-efficacy was measured using a 23-item Likert scale instrument, the Science Teaching Efficacy Belief Instrument, Form-B (STEBI-B). Attitude towards science teaching was measured using the Revised Science Attitude Scale (RSAS). Analysis of covariance was used to analyze the data, with pretest scores as the covariate. Findings of this study revealed that prospective elementary teachers in the electronically networked group had better science teaching efficacy and personal science teaching efficacy as compared to the non-networked group of preservice elementary teachers. The science teaching outcome expectancy of prospective elementary teachers in the networked group was not greater than that of the prospective teachers in the non-networked group (at p < 0.05). Attitude towards science teaching was not significantly affected by networking. However, this is surmised to be related to the duration of the study. Information about the

Relationships among Teachers' Self-Efficacy and Students' Motivation, Atmosphere, and Satisfaction in Physical Education

ERIC Educational Resources Information Center

Pan, Yi-Hsiang

2014-01-01

The purpose of this study was to confirm the relationships among teachers' self-efficacy, and students' learning motivation, learning atmosphere, and learning satisfaction in senior high school physical education (PE). A sample of 462 PE teachers and 2681 students was drawn using stratified random sampling and cluster sampling from high schools in…

Understanding the Influence of Perceived Usability and Technology Self-Efficacy on Teachers' Technology Acceptance

ERIC Educational Resources Information Center

Holden, Heather; Rada, Roy

2011-01-01

The Technology Acceptance Model (TAM) represents how users come to accept and use a given technology and can be applied to teachers' use of educational technologies. Here the model is extended to incorporate teachers' perceived usability and self-efficacy measures toward the technologies they are currently using. The authors administered a survey…

Validity and Reliability Study of the Self-Efficacy Scale in Rendering Piano Education to Children of 6-12 Years

ERIC Educational Resources Information Center

Ekinci, Hatice

2014-01-01

This study was conducted in order to develop a valid and reliable scale that can be used in measuring self-efficacy of candidate music teachers in rendering piano education to children of 6-12 years. To this end, a pool of 51 items was created by using the literature, and taking the opinions of piano professors and piano instructors working with…

The Role of Teachers' Emotional Intelligence and Self-Efficacy in Decreasing Students' Separation Anxiety Disorder

ERIC Educational Resources Information Center

Masoumparast, Shiva

2016-01-01

Background: teachers are as responsible for personal progress of children as parents are for their nurturing. The purpose of this study is to examine the role of EI and self-efficacy of teachers in reduced SAD of primary school students in Tehran. In other words, this study evaluates the effective role of teachers in reducing SAD in students.…

Analysis of the Professional Choice Self-Efficacy Scale Using the Rasch-Andrich Rating Scale Model

ERIC Educational Resources Information Center

Ambiel, Rodolfo A. M.; Noronha, Ana Paula Porto; de Francisco Carvalho, Lucas

2015-01-01

The aim of this research was to analyze the psychometrics properties of the professional choice self-efficacy scale (PCSES), using the Rasch-Andrich rating scale model. The PCSES assesses four factors: self-appraisal, gathering occupational information, practical professional information search and future planning. Participants were 883 Brazilian…

Elementary Teacher Perceptions of Principal Leadership, Teacher Self-Efficacy in Math and Science, and Their Relationships to Student Academic Achievement

ERIC Educational Resources Information Center

Richard, Bertha Cookie

2013-01-01

The purpose of this study was to investigate elementary teacher perceptions of elementary principal instructional leadership and elementary teacher evaluation of self-efficacy at low and high performing low socio-economic elementary schools. These variables were examined to determine whether relationships with math and science academic achievement…

Outcomes of a Cross-Cultural Seminar on Increasing the Perceived Self-Efficacy of Teachers in Tahiti

ERIC Educational Resources Information Center

Hoffman, Jamie; Cummings, Kristen

2016-01-01

When educating international special education teachers, teacher self-efficacy should be evaluated to better understand the effectiveness of training and the delivery of services to students with disabilities. Professionals in the field of disability services, from the United States, conducted a five-day seminar with special education teachers in…

Sources of Efficacy Information in an Inservice Program for Elementary Teachers

ERIC Educational Resources Information Center

Palmer, David

2011-01-01

Low teacher self-efficacy is an important factor constraining the teaching of science at the elementary level. This study was designed to investigate the effectiveness of particular sources of efficacy information for enhancing the science teaching self-efficacy of practicing elementary teachers. Twelve teachers participated in an intervention…

Self-Efficacy: Its Effects on Physical Education Teacher Candidates' Attitudes toward the Teaching Profession

ERIC Educational Resources Information Center

Eroglu, Cihan; Unlu, Huseyin

2015-01-01

This study's main aim was to determine physical education (PE) teacher candidates' self-efficacy levels and attitudes toward the PE teaching profession. Designed on a survey model, this study was conducted during the 2011-2012 academic year. A total of 601 PE teacher candidates studying in the PE and sports teaching programs of six different…

The Effects of Study Abroad on Spanish Teachers' Self-Efficacy: A Multiple Case Study

ERIC Educational Resources Information Center

Jochum, Christopher; Rawlings, Jared R.; Tejada, Ana María

2017-01-01

Spanish teachers' feelings of self-efficacy can provide an important measure of their abilities to be effective in the classroom and, perhaps, affect student achievement. There is a need for qualitative research focused on the lived experiences of inservice foreign language teachers while they are immersed in the target culture in order to better…

The Effect of SDLR and Self-efficacy in Preschool Teachers by Using WS Learning

ERIC Educational Resources Information Center

Kao, C-P.

2016-01-01

This study examined whether self-directed learning readiness (SDLR) moderates the association between Internet self-efficacy and approaches to learning by web searching (ALWS). A total of 329 valid questionnaires were used for the correlation and path analysis. The results revealed that preschool teachers' SDLR significantly moderated the…

Aging and health: Self-efficacy for Self-direction in Health Scale.

PubMed

Oliveira, Albertina L; Silva, José T; Lima, Margarida P

2016-07-04

To validate the Escala de Autoeficácia para a Autodireção na Saúde (EAAS - Self-efficacy for Self-direction in Health Scale). Non-experimental quantitative study of EAAS validation, by confirmatory factorial analyses, evaluating a sample of 508 older adults from the north and the center of Portugal with mean age of 71.67 (from 51 to 96 years), to whom the Self-efficacy for Self-direction in Health Scale, the Rosenberg Self-esteem Scale, the Positive and Negative Affect Schedule, the Satisfaction with Life Scale, and the Instrumental Activities of Daily Living Scale were applied. The EAAS was developed from the theoretical constructs of self-efficacy and from self-directed learning within the PALADIN European project framework, aiming to develop an instrument able to assess the extent to which older adults take good care of their health. The internal consistency was 0.87 (Cronbach's alpha) and confirmatory factorial analyses enabled to find a model near the one theoretically proposed, indicating a structure consisting of four dimensions: physical exercise, healthy diet, engaging in health-related learning, and visits to health professionals. From the psychometric point of view, the model in four factors showed quite satisfactory fit indicators. The Self-efficacy for Self-direction in Health Scale, with 16 items, is adequate to evaluate to what extent older adults have confidence in their ability to take care of their own health, with high degree of autonomy. Validar a Escala de Autoeficácia para a Autodireção no domínio da Saúde (EAAS). Estudo quantitativo não experimental de validação da EAAS, por meio de análises fatoriais confirmatórias, avaliando amostra de 508 seniores e idosos provenientes das regiões Norte e Centro de Portugal com média etária de 71.67 (51 a 96 anos), a quem foram aplicadas a Escala de Autoeficácia para a Autodireção na Saúde, a Escala de Autoestima de Rosenberg, a Escala de Afeto Positivo e Afeto Negativo, a Escala de

Cross-Cultural and Psychometric Properties Assessment of the Exercise Self-Efficacy Scale in Individuals with Spinal Cord Injury.

PubMed

Pisconti, Fernando; Mahmoud Smaili Santos, Suhaila; Lopes, Josiane; Rosa Cardoso, Jefferson; Lopes Lavado, Edson

2017-11-29

The Exercise Self-Efficacy scale (ESES) is a reliable measure, in the English language, of exercise self-efficacy in individuals with spinal cord injury. The aim of this study was to culturally adjust and validate the Exercise Self-Efficacy scale in the Portuguese language. The Exercise Self-Efficacy scale was applied to 76 subjects, with three-month intervals (three applications in total). The reliability was appraised using the intra-class correlation coefficient and Bland-Altman methods, and the internal consistency was evaluated using Cronbach´s alpha. The Exercise Self-Efficacy scale was correlated with the domains of the Quality of life Questionnaire SF-36 and Functional Independence Measure and tested using the Spearman rho coefficient. The Exercise Self-Efficacy scale-Brazil presented good internal consistency (alpha 1 = 0.856; alpha 2 = 0.855; alpha 3 = 0.822) and high reliability in the test-retest (intra-class correlation coefficient = 0.97). There was a strong correlation between the Exercise Self-Efficacy scale-Brazil and the SF-36 only in the functional capacity domain (rho = 0.708). There were no changes in Exercise Self-Efficacy scale-Brazil scores between the three applications (p = 0.796). The validation of the Exercise Self-Efficacy scale questionnaire permits the assessor to use it reliably in Portuguese speaking countries, since it is the first instrument measuring self-efficacy specifically during exercises in individuals with spinal cord injury. Furthermore, the questionnaire can be used as an instrument to verify the effectiveness of interventions that use exercise as an outcome. The results of the Brazilian version of the Exercise Self-Efficacy scale support its use as a reliable and valid measurement of exercise self-efficacy for this population.

Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes

ERIC Educational Resources Information Center

Herman, Keith C.; Hickmon-Rosa, Jal'et; Reinke, Wendy M.

2018-01-01

Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers…

Teacher Self-Efficacy and Intentions to Use Antibullying Practices as Predictors of Children's Peer Victimization

ERIC Educational Resources Information Center

Gregus, Samantha J.; Hernandez Rodriguez, Juventino; Pastrana, Freddie A.; Craig, James T.; McQuillin, Samuel D.; Cavell, Timothy A.

2017-01-01

Teachers are key players in efforts to address school bullying and peer victimization. Recent studies found that teachers' responses to peer victimization can vary based on their beliefs and attitudes. We examined relations among teacher self-efficacy, teachers' intentions to use recommended antibullying practices, and peer victimization as rated…

The Influence of Student Motivation and Student Self-Efficacy on Teacher Behavior

ERIC Educational Resources Information Center

Moore, Gwendolyn

2009-01-01

This mixed methods (qualitative and quantitative) study critically examines how student motivation is influenced by student self-efficacy and teacher behavior. The study was conducted using two groups: (a) treatment group (N = 11) participated in survey, interview, and observation; and (b) control group (N = 6) participated in survey. Seventeen…

Testing the Mediating Role of Teachers' Self-Efficacy Beliefs in the Relationship between Sources of Efficacy Information and Students Achievement

ERIC Educational Resources Information Center

Mohamadi, Fatemeh Shaterian; Asadzadeh, Hassan

2012-01-01

The purpose of this study is to test the mediating role of teachers' self-efficacy beliefs in the relationship between sources of efficacy information and students achievement. For achieving this aim, this study suggests two alternative models, tested by Structural equation modeling (SEM) technique. In the first model, sources of efficacy…

The effects of a regional natural history course on outcome expectancy, self-efficacy, and instructional methods of science teachers

NASA Astrophysics Data System (ADS)

Dechant, Thomas Fredrick

Recent concerns about the effectiveness of science instruction have prompted a variety of strategies and research to effect positive changes. Research has indicated that among the contributing factors to the success of students learning science are teacher outcome expectancy, self-efficacy, and the selection and use of various teaching methods. Inservice training opportunities for public school teachers have been proposed as a strategy that can yield positive changes in these areas. Environmental education has also been proposed as a viable component of teaching science, but focus on global, and the omission of local themes is common. This study assessed the effects of an inservice training course entitled "Natural History of the Southern Appalachians" on regional teachers' outcome expectancy, self-efficacy, and science teaching methods. Through the administration of the Science Teaching Efficacy Belief Instrument and the Science Teaching Strategies Survey before taking the course and after taking the course, changes in the teachers outcome expectancy (p<.05), self-efficacy (p<.10), and teaching strategy selection were measured. In all three areas, desired positive changes have resulted from teachers completing the course. It appears that regionally specific Natural History training gives teachers inexpensive options to teach science, as well as making them more comfortable with the delivery of science instruction.

Impact of Authentic Learning Exercises on Preservice Teachers' Self-Efficacy to Perform Bullying Prevention Tasks

ERIC Educational Resources Information Center

Banas, Jennifer R.

2014-01-01

Background: Teachers and preservice teachers may neglect intervening into and/or leading efforts to prevent bullying because they the lack confidence to do so. Purpose: The purpose of this study was to determine the impact of authentic learning exercises on health education preservice teachers' self-efficacy to perform bullying prevention…

A Study on Physical Education Teachers: The Correlation between Self-Efficacy and Job Satisfaction

ERIC Educational Resources Information Center

Yildirim, Irfan

2015-01-01

The aim of the study was to determine the correlation between self-efficacy and job satisfaction among the physical education teachers. The study was carried out in correlational survey model and the study sample was made up by 306 physical education teachers who worked in different geographical regions of Turkey. The data were assessed using SPSS…

Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking

ERIC Educational Resources Information Center

Jaipal-Jamani, Kamini; Angeli, Charoula

2017-01-01

The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science…

The Effect of Special Teaching Methods Class on the Level of Teachers' Self-Efficacy Perception of Pre-Service Teacher

ERIC Educational Resources Information Center

Gökdag Baltaoglu, Meltem

2015-01-01

The purpose of this study is to evaluate the change in the level of teachers' self-efficacy perception of primary school Social Studies pre-service teachers who take the special teaching methods class. Single group pretest-posttest model from pre-experimental patterns was applied in the research. The study group of the research consisted of 59…

Science teaching self-efficacy in a primary school: A case study

NASA Astrophysics Data System (ADS)

de Laat, Jenny; Watters, James J.

1995-12-01

Bandura's theory of self-efficacy predicts that teachers with high, self-efficacy should persist longer, provide a greater academic focus in child-centred classrooms and exhibit different types of feedback than teachers who have lower self-efficacy. This paper reports on the science teaching self-efficacy in a group of teachers at a state primary school. The research was conducted in two stages using firstly the Science Teaching Efficacy Beliefs Instrument (STEBI-A) to identify cases, and secondly, a semistructured interview coupled with classroom observations. Thirty seven teaching staff were surveyed with the STEBI-A instrument. The five highest and five lowest scoring teachers on the personal science teaching self-efficacy subscale of the STEBI-A were interviewed. The analysis of interviews and observations indicated that teachers with high personal science teaching self-efficacy have had a long interest in science and a relatively strong background of formal science studies with opportunities for exploring out of school activities. Although they may have experienced negative science experiences in their own schooling other ameliorating factors existed which maintained their interest. Their instructional strategies in science lessons were more child-centred than those reported by teachers with lower personal science teaching self-efficacy. The implications of the results for the inservice training of teachers are discussed.

Teachers' Views of Their School Climate and Its Relationship with Teacher Self-Efficacy and Job Satisfaction

ERIC Educational Resources Information Center

Aldridge, Jill M.; Fraser, Barry J.

2016-01-01

The purpose of this study, in part, was to confirm the factor structure of the School-Level Environment Questionnaire, which assesses six school climate factors that can be considered important for improving schools. The study also tested a research model of the relationships between the school climate, teachers' self-efficacy and job…

Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and Stem Career Awareness

NASA Astrophysics Data System (ADS)

Knowles, J. Geoff

This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: 1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; 2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student learning; and 3.) Teacher awareness of STEM careers. High school science and technology education teachers participating in the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) project experimental group attended a ten-day summer professional development institute designed to educate teachers in using an integrated STEM education model to implement integrated STEM lessons. The research design utilized a quasi-experimental nonequivalent comparison group design that incorporated an experimental group and an untreated comparison group with both pretest, posttest, and delayed posttest assessments on non-randomized participants. Teacher self-efficacy has been identified as a key factor in effective teaching and student learning, and teacher awareness of STEM careers impacts students as they consider career choices. The T-STEM Survey for teachers was given for the pretest and posttest assessments to measure attitudes and beliefs toward the specific constructs of this study. Significant effects of the TRAILS professional development were found in the teacher group (experimental or comparison) and teacher subject (technology or science) in pretest and posttest scores using cumulative link models for the constructs of teacher self-efficacy and beliefs to teach STEM subjects, teacher outcome expectancy beliefs, and teacher awareness of STEM careers. Effect sizes ranged from small to large varying by construct and assessment time. Highly significant p-values and effect sizes revealed impacts on science teachers were greater when teacher subject groups were analyzed separately.

Modeling the Interrelationships among Pre-Service Science Teachers' Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs regarding Teaching Evolution

ERIC Educational Resources Information Center

Akyol, Gulsum; Tekkaya, Ceren; Sungur, Semra; Traynor, Anne

2012-01-01

This study proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. A total of 415 pre-service science teachers completed a series of self-report instruments for the specified purpose. After the estimation of scale scores using…

Development of a Drug Use Resistance Self-Efficacy (DURSE) Scale

ERIC Educational Resources Information Center

Carpenter, Carrie M.; Howard, Donna

2009-01-01

Objectives: To develop and evaluate psychometric properties of a new instrument, the drug use resistance self-efficacy (DURSE) scale, designed for young adolescents. Methods: Scale construction occurred in 3 phases: (1) initial development, (2) pilot testing of preliminary items, and (3) final scale administration among a sample of seventh graders…

Teachers' Attitudes toward Web-Based Professional Development, with Relation to Internet Self-Efficacy and Beliefs about Web-Based Learning

ERIC Educational Resources Information Center

Kao, Chia-Pin; Tsai, Chin-Chung

2009-01-01

This study was conducted to explore the relationships between teachers' Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers' Internet self-efficacy…

Creation and validation of the self-efficacy instrument for physical education teacher education majors toward inclusion.

PubMed

Block, Martin E; Hutzler, Yeshayahu; Barak, Sharon; Klavina, Aija

2013-04-01

The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confirmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach's alpha reliability was high (for ID = .86, PD = .90, and VI = .92). CFA showed that the ID scale demonstrated good goodness-of-fit, whereas in the PD and in the VI scales demonstrated moderate fit. Thus, the content and construct validity of the instrument was supported.

Understanding the Human Side of School Leadership: Principals' Impact on Teachers' Morale, Self-Efficacy, Stress, and Commitment

ERIC Educational Resources Information Center

Lambersky, John

2016-01-01

This qualitative study from Ontario, Canada, reveals that principal behaviors shape teacher emotions in important ways, influencing teacher morale, burnout, stress, commitment, and self- and collective efficacy. The findings suggest that principals can influence teacher emotions through several key behaviors: professional respect shown for teacher…

A Comparative Examination of Canadian and American Pre-Service Teachers' Self-Efficacy Beliefs for Literacy Instruction

ERIC Educational Resources Information Center

Ciampa, Katia; Gallagher, Tiffany L.

2018-01-01

This study explored Canadian and American pre-service elementary teachers' self-efficacy beliefs for literacy instruction, as well as the contextual factors (i.e., course and field experiences) that contribute to these self-efficacy beliefs. Survey data were collected over a two-year period at the beginning and end of a required elementary…

An Investigation into Prospective Science Teachers' Attitudes towards Laboratory Course and Self-Efficacy Beliefs in Laboratory Use

ERIC Educational Resources Information Center

Aka, Elvan Ince

2016-01-01

The aim of the current study is to identify the attitudes towards the laboratory course and self-efficacy beliefs in the laboratory use of prospective teachers who are attending Gazi University Gazi Education Faculty Primary Education Science Teaching program, and to investigate the relationship between the attitudes and self-efficacy beliefs.…

Adaptation of the contraceptive self-efficacy scale for heterosexual Mexican men and women of reproductive age.

PubMed

Arias, María Luisa Flores; Champion, Jane Dimmitt; Soto, Norma Elva Sáenz

2017-08-01

Development of a Spanish Version Contraceptive Self-efficacy Scale for use among heterosexual Mexican populations of reproductive age inclusive of 18-35years. Methods of family planning have decreased in Mexico which may lead to an increase in unintended pregnancies. Contraceptive self-efficacy is considered a predictor and precursor for use of family planning methods. Cross-sectional, descriptive study design was used to assess contraceptive self-efficacy among a heterosexual Mexican population (N=160) of reproductive age (18-35years). Adaptation of a Spanish Version Contraceptive Self-efficacy scale was conducted prior to instrument administration. Exploratory and confirmatory factorial analyses identified seven factors with a variance of 72.812%. The adapted scale had a Cronbach alpha of 0.771. A significant correlation between the Spanish Version Contraceptive Self-efficacy Scale and the use of family planning methods was identified. The Spanish Version Contraceptive Self-efficacy scale has an acceptable Cronbach alpha. Exploratory factor analysis identified 7 components. A positive correlation between self-reported contraceptive self-efficacy and family planning method use was identified. This scale may be used among heterosexual Mexican men and women of reproductive age. The factor analysis (7 factors versus 4 factors for the original scale) identified a discrepancy for interpretation of the Spanish versus English language versions. Interpretation of findings obtained via the Spanish versión among heterosexual Mexican men and women of reproductive age require interpretation based upon these differences identified in these analyses. Copyright © 2017 Elsevier Inc. All rights reserved.

Developing a Scale to Investigate In-Service Special Education Teacher Efficacy for Serving Students from Culturally and Linguistically Diverse Backgrounds

ERIC Educational Resources Information Center

Chu, Szu-Yin

2016-01-01

The purpose of this paper is to describe the development of the scale designed to investigate special education teachers' perceptions of their culturally responsive teaching (CRT) efficacy for teaching students from culturally and linguistically diverse (CLD) backgrounds. The scale includes three components: collective teacher efficacy, CRT…

How Do Self-Efficacy, Contextual Variables and Stressors Affect Teacher Burnout in an EFL Context?

ERIC Educational Resources Information Center

Khani, Reza; Mirzaee, Alireza

2015-01-01

This study was an attempt to investigate the relationships among stressors, contextual variables, self-efficacy and teacher burnout in Iran as an EFL (English as a Foreign Language) context. A battery of questionnaires was administered to 216 English language teachers of private language institutes. Using Amos version 20, structural equation…

English Teachers' Self-Efficacy Beliefs and Students Learning Approaches: The Role of Classroom Structure Perception

ERIC Educational Resources Information Center

Mazlum, Farhad; Cheraghi, Fereshteh; Dasta, Mahdi

2015-01-01

This study aimed at investigating the direct and indirect effects that teachers' self-efficacy beliefs exert on students' learning approaches via affecting their perceptions of classroom structure. The sample included 40 English teachers and 240 first-grade female students from high schools in Iran. To collect data, three questionnaires were…

The Role of Self-Efficacy in HIV Treatment Adherence: Validation of the HIV Treatment Adherence Self-Efficacy Scale (HIV-ASES)

PubMed Central

Johnson, Mallory O.; Neilands, Torsten B.; Dilworth, Samantha; Morin, Stephen F.; Remien, Robert H.; Chesney, Margaret A.

2008-01-01

Adherence to HIV treatment, including adherence to antiretroviral (ART) medication regimens, is paramount in the management of HIV. Self-efficacy for treatment adherence has been identified as an important correlate of medication adherence in the treatment of HIV and other medical conditions. This paper describes the validation of the HIV Treatment Adherence Self-Efficacy Scale (HIV-ASES) with two samples of HIV+ adults on ART. Factor analyses support subscales measuring Adherence Integration (eigenvalue = 6.12) and Adherence Perseverance (eigenvalue = 1.16), accounting for 61% of the variance in scale items. The HIV-ASES demonstrates robust internal consistency (ρs > .90) and 3-month (rs > .70) and 15-month (rs > .40) test-retest reliability. Concurrent validity analyses revealed relationships with psychosocial measures, ART adherence, clinical status, and healthcare utilization. Findings support the use of the HIV-ASES and provide guidance for further investigation of adherence self-efficacy in the context of treatment for HIV and other diseases. PMID:17588200

Student information literacy: psychometric validation of a self-efficacy report.

PubMed

Brown, Gavin T L

2005-06-01

Psychometric characteristics of the Student Information Literacy Self-efficacy Report based on responses from 498 students ages 9 to 12 years are reported. Students report their self-efficacy (confidence and difficulty) in 11 different phases of being information literate, i.e., developing a topic, planning, self-management, locating sources, selecting sources, retrieving information, analysing information, evaluating information, synthesising knowledge, presenting knowledge, and self-evaluation using a positively packed rating scale. The data were strongly internally consistent (Cronbach alpha=.95) with a test-retest reliability of .78. The 11 phases, factors measured by a matching pair of self-efficacy questions, were confirmed (chi2=529.68; df= 198; RMSEA =.058; TLI=.940). Ratings were correlated low with teachers' ratings and test scores of information literacy skills and moderately correlated with academic self-concept. The test provides unique information about students' self-efficacy for information literacy. Its use in classrooms is warranted.

An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities

ERIC Educational Resources Information Center

Marx, Megan D.

2016-01-01

The purpose of this study was to determine variance in mean levels of teacher self-efficacy (TSE) and its three factors--efficacy in student engagement (EIS), efficacy in instructional strategies (EIS), and efficacy in classroom management (ECM)--based on participation and time spent in professional learning communities (PLCs). In this…

Enhancing Pre-Service Physics Teachers' Perceived Self-Efficacy of Argumentation-Based Pedagogy through Modelling and Mastery Experiences

ERIC Educational Resources Information Center

Ogan-Bekiroglu, Feral; Aydeniz, Mehmet

2013-01-01

This study explored the impact of explicit instruction on argumentation-based pedagogy, coupled with modelling and hands-on learning activities on pre-service physics teachers' perceived self-efficacy to teach science through argumentation. Participants consisted of 24 pre-service physics teachers attending an established teacher education program…

The effect of alternative clinical teaching experience on preservice science teachers' self-efficacy

NASA Astrophysics Data System (ADS)

Klett, Mitchell Dean

The purpose of this study was to compare different methods of alternative clinical experience; family science nights and Saturday science (authentic teaching) against micro-teaching (peer teaching) in terms of self-efficacy in science teaching and teaching self-efficacy. The independent variable, or cause, is teaching experiences (clinical vs. peer teaching); the dependent variable, or effect, is two levels of self-efficacy. This study was conducted at the University of Idaho's main campus in Moscow and extension campus in Coeur d'Alene. Four sections of science methods were exposed to the same science methods curriculum and will have opportunities to teach. However, each of the four sections were exposed to different levels or types of clinical experience. One section of preservice teachers worked with students in a Saturday science program. Another section worked with students during family science nights. The third worked with children at both the Saturday science program and family science nights. The last section did not have a clinical experience with children, instead they taught in their peer groups and acted as a control group. A pre-test was given at the beginning of the semester to measure their content knowledge, teaching self-efficacy and self-efficacy in science teaching. A post-test was given at the end of the semester to see if there was any change in self-efficacy or science teaching self-efficacy. Throughout the semester participants kept journals about their experiences and were interviewed after their alternative clinical teaching experiences. These responses were categorized into three groups; gains in efficacy, no change in efficacy, and drop in efficacy. There was a rise in teaching efficacy for all groups. The mean scores for personal teaching efficacy dropped for the Monday-Wednesday and Tuesday-Thursday group while the both Coeur D'Alene groups remained nearly unchanged. There was no significant change in the overall means for science

Persian version of the Moorong Self-Efficacy Scale: psychometric study among subjects with physical disability.

PubMed

Rajati, Fatemeh; Ghanbari, Masoud; Hasandokht, Tolou; Hosseini, Seyed Younes; Akbarzadeh, Rasool; Ashtarian, Hossein

2017-11-01

Self-efficacy plays a key role in varying areas of human conditions which can be measured by different scales. The present study was aimed to evaluate the psychometric properties of Moorong Self-Efficacy Scale (MSES) in Iranian Subjects with Physical Disability (SWPD). Data were collected by face-to-face interviews and self-report surveys from 214 subjects. The face and content validity, and reliability were evaluated. Discriminates were evaluated between the sub-groups of disability levels, physical activity, and health condition levels. The concurrent, convergent, divergent, and construct validity were assessed by short form health survey scale (SF-36), general self-efficacy scale (GSES), hospital anxiety and depression scale (HADS), respectively. Replaceable exploratory factor analysis was evaluated. SPSS software was used for statistical analysis. There were acceptable face and content validity, and reliability. Furthermore, significant correlation was found between PSES and SF-36 (p < 0.001). Self-efficacy was statistically different among the disability levels (p = 0.02), physical activity levels (p < 0.001), and health status (p = 0.001). The correlation of Persian Self-Efficacy Scale (PSES) scores with GSES (r = 0.61, p < 0.001), and HADS (R = -0.53, p < 0.001) was significant. This scale yielded a two-dimensional structure, with a good internal replicability. The external replicability was satisfactory when we compared factor loadings with the original study. The PSES is a valid, reliable and sensitive tool to measure the self-efficacy among SWPD for planning and managing of disability problems. Implications for rehabilitation Psychometric properties of the Persian version of self-Efficacy scale (PSES) appear to be similar to original, English version. The PSES has been shown to have validity and reliability in Persian physical disables and can be used for patients with more different types of physical disability than

Reexamining the Validity and Dimensionality of the Moorong Self-Efficacy Scale: Improving Its Clinical Utility.

PubMed

Middleton, James W; Tran, Yvonne; Lo, Charles; Craig, Ashley

2016-12-01

To improve the clinical utility of the Moorong Self-Efficacy Scale (MSES) by reexamining its factor structure and comparing its performance against a measure of general self-efficacy in persons with spinal cord injury (SCI). Cross-sectional survey design. Community. Adults with SCI (N=161; 118 men and 43 women) recruited from Australia (n=82) and the United States (n=79), including 86 with paraplegia and 75 with tetraplegia. None. Confirmatory factor analysis deriving fit indices on reported 1-, 2-, and 3-factor structures for the MSES. Exploratory factor analysis of MSES using principal component analysis with promax oblique rotation and structure validation, with correlations and multiple regression using cross-sectional data from the Sherer General Self-Efficacy Scale and Medical Outcomes Study 36-Item Short-Form Health Survey (SF-36). The MSES was confirmed to have a 3-factor structure, explaining 61% of variance. Two of the factors, labeled social function self-efficacy and personal function self-efficacy, were SCI condition-specific, whereas the other factor (accounting for 9.7% of variance) represented general self-efficacy, correlating most strongly with the Sherer General Self-Efficacy Scale. Correlations and multiple regression analyses between MSES factors, Sherer General Self-Efficacy Scale total score, SF-36 Physical and Mental Component Summary scores, and SF-36 domain scores support validity of this MSES factor structure. No significant cross-cultural differences existed between Australia and the United States in total MSES or factor scores. The findings support a 3-factor structure encompassing general and SCI domain-specific self-efficacy beliefs and better position the MSES to assist SCI rehabilitation assessment, planning, and research. Copyright © 2016 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Emotional Intelligence, Self-Efficacy, and Coping among Chinese Prospective and In-Service Teachers in Hong Kong

ERIC Educational Resources Information Center

Chan, David W.

2008-01-01

Emotional intelligence (intrapersonal and interpersonal) and general teacher self-efficacy were assessed to represent personal resources facilitating active and passive coping in a sample of 273 Chinese prospective and in-service teachers in Hong Kong. Intrapersonal emotional intelligence and interpersonal emotional intelligence were found to…

Determination of Educational Needs and Self-Efficacy Perceptions of Special Education Teachers

ERIC Educational Resources Information Center

Ozcan, Deniz; Uzunboylu, Huseyin

2017-01-01

The purpose of this study is to analyse the need for curriculum development of special education teachers who work at special education centres and schools with resource rooms with regard to different variables and determine their perceptions of self-efficacy. In this study, a general survey model was employed that allows a general opinion about…

Analysis of Social Problem Solving and Social Self-Efficacy in Prospective Teachers

ERIC Educational Resources Information Center

Erozkan, Atilgan

2014-01-01

The purpose of this study is to investigate the relationship between social problem solving and social selfefficacy and the predictive role of social problem solving skills with social self-efficacy. The sample consists of 706 prospective teachers (362 female and 344 male) who are majoring in different fields at Mugla Sitki Kocman University's…

Assessing self-efficacy in type 2 diabetes management: validation of the Italian version of the Diabetes Management Self-Efficacy Scale (IT-DMSES).

PubMed

Messina, Rossella; Rucci, Paola; Sturt, Jackie; Mancini, Tatiana; Fantini, Maria Pia

2018-04-23

Being highly self-efficacious is a key factor in successful chronic disease self-management. In the context of measuring self-efficacy in type 2 diabetes management, the Diabetes Management Self-Efficacy Scale (DMSES) is the most widely used scale. The aim of this study was to adapt the English version of the scale to Italian and to evaluate the psychometric properties of the Italian version of DMSES in type 2 diabetes (IT-DMSES). We conducted a cross-sectional study of people with type 2 diabetes attending the Endocrine-Metabolic Disease Care Unit of the Internal Medicine Department of San Marino State Hospital between October 2016 and February 2017. Patients completed a socio-demographic and clinical data form, the IT-DMSES and 3 self-report questionnaires measuring diabetes distress (PAID-5), psychological well-being (WHO-5) and depression (PHQ-9). Psychometric testing included construct validity (principal component analysis), internal consistency (Cronbach's α coefficient) and convergent/discriminant validity (Spearman's correlation coefficient). Decision tree analysis was performed to classify patients into homogeneous subgroups of self-efficacy based on their demographic and clinical characteristics. Participants were 110 males and 55 females, mean age of 65.2 years (SD ± 9), 56.9% had been diagnosed for 1-15 years, 63% had HbA1c level > 53 mmol/mol. Two main factors underlain the construct of self-efficacy in diabetes management: 'Disease Management' and "Lifestyles Management". Disease Management had a good reliability (α = .849) and Lifestyle Management had an excellent reliability (α = .902) indicating that the instrument is internally consistent. A negative and weak correlation was found between Lifestyle management, PAID-5 (r = - 0.258, p = < 0.01) and PHQ-9 (r = - 0.274, p = < 0.01) and a positive one with WHO-5 (r = 0.325, p < 0.01) supporting convergent validity. Disease management was

Examination of the Self-Efficacy of Primary School Teacher Candidates towards First Reading-Writing Education

ERIC Educational Resources Information Center

Bayraktar, Hatice Vatansever

2016-01-01

The aim of this study is to examine the levels of the self-efficacy of primary school teacher candidates towards first reading-writing education and whether they differentiate by various variables. The study is prepared in accordance with the screening model. The universe of this study consists of the primary school teacher candidates who receive…

Teacher Identity and Self-efficacy Development in an Alternative Licensure Program for Middle and High School Math and Science Teachers

NASA Astrophysics Data System (ADS)

West, Robert J.

This mixed-method case study focused on the phenomenon of the transition from student to teacher. The educational system in the United States is constantly shifting to provide the correct number of teachers for our nations' schools. There is no simple formula for this process and occasionally an area of need arises that is not being met. Recently, the demand for science and math teachers in the K-12 system has outpaced the supply of new teachers (Business-Higher Education Forum, 2011). To complicate the problem further, teachers are leaving the field in record numbers both through retirement and attrition (National Commission on Teaching and America's Future, 2007). Particularly hard hit are poor rural schools with low-performing students, such as the schools of Appalachia (Barley, 2009; Goodpaster, Adedokun, & Weaver, 2012). Out of this need, alternative licensure programs for teachers have developed. The alternative teacher-training program studied in this research is the Woodrow Wilson Teaching Fellowship (WWTF) website, "The Woodrow Wilson Ohio Teaching Fellowship seeks to attract talented, committed individuals with backgrounds in the STEM fields---science, technology, engineering, and mathematics---into teaching in high-need Ohio secondary schools" (para. 2) . The researcher was interested in the formation of teacher identity and self-efficacy as these constructs have been shown to manifest in highly effective teachers that are likely to remain in the field of teaching (Beaucamp & Thomas 2009; Klassen, Tze, Betts, & Gordon, 2010). The research method included in-depth interviews, mixed with pretest/posttest administrations of the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy 2001) given during the teacher-training period and again following the first year of professional teaching. Results from both the TSES and the interviews indicate that the participants had a successful transition into teaching. They both felt and demonstrated that

The Relation between Teachers' Personal Teaching Efficacy and Students' Academic Efficacy for Science and Inquiry Science

ERIC Educational Resources Information Center

Kurien, Sarah Anjali

2011-01-01

The purpose of this study was to examine the relation between middle school teachers' personal teaching efficacy and their students' academic efficacy for science and inquiry science. Teachers can create classroom environments that promote the development of students' science self-efficacy (Britner & Pajares, 2006). Teachers who are efficacious…

Effects of Self-Regulatory Strategy on Prospective Science Teachers' Chemistry Self Efficacy According to Class Level and Gender

ERIC Educational Resources Information Center

Seyhan, Hatice Güngör

2016-01-01

This study aimed at determining the self-regulatory strategies and the chemistry self-efficacies of a total of one hundred and eighty-nine prospective science teachers in a state university in Turkey while studying the chemistry lesson according to the class level and gender factors. An additional goal was to examine the relationship level between…

The Roles of Life Satisfaction, Teaching Efficacy, and Self-Esteem in Predicting Teachers' Job Satisfaction

ERIC Educational Resources Information Center

Çevik, Gülsen Büyüksahin

2017-01-01

The current research aims to find out the extent to which high school teachers' life satisfaction, teaching efficacy, and self-esteem predict their job satisfaction. Research participants included a total of 358 teachers (age = 38.82; Ss = 6.73; range, 22-58), 222 males (62%) and 136 females (38%), employed in 21 public high schools in the city…

How Do College/University Teacher Misbehaviors Influence Student Cognitive Learning, Academic Self-Efficacy, Motivation, and Curiosity?

ERIC Educational Resources Information Center

Banfield, Sara R.

2009-01-01

The purpose of this research was to examine the relationship between teacher misbehaviors and a variety of outcome variables, including cognitive learning, motivation, curiosity, and academic self-efficacy. Research has yet to directly address how teacher misbehaviors affect cognitive learning. It is important to assess actual learning as opposed…

Teacher Self-Efficacy, Content and Pedagogical Knowledge, and Their Relationship to Student Achievement in Algebra I

ERIC Educational Resources Information Center

Fox, Antonia M.

2014-01-01

The purpose of this quantitative study was to explore the relationship between teacher self-efficacy beliefs and the level of student achievement their students obtain as evidenced by the Algebra I Virginia Standards of Learning (SOL) assessment. This study also explored teachers' mathematics content knowledge, mathematics pedagogical knowledge,…

Teachers' Self-Efficacy, Achievement Goals, Attitudes and Intentions to Implement the New Greek Physical Education Curriculum

ERIC Educational Resources Information Center

Gorozidis, Georgios; Papaioannou, Athanasios

2011-01-01

The network of relations between Physical Education (PE) teachers' self-efficacy, goal orientations, attitudes, intentions and behaviours concerning the implementation of a new PE curriculum was examined. Participants were 290 Greek junior high school PE teachers. Two years after the introduction of the new curriculum, participants responded to…

Teacher Candidates' Learning Strategies and Academic Self-Efficacy Levels: Is There a Relation between the Two?

ERIC Educational Resources Information Center

Akçaoglu, Mustafa Öztürk

2016-01-01

The current study aimed to identify teacher candidates' learning strategies and academic self-efficacy levels. Furthermore, the correlations between these variables and gender and departments were looked into. The study was mainly descriptive and correlational. The sample of the study consisted of 256 teacher candidates enrolled at a faculty of…

Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success

ERIC Educational Resources Information Center

Sezgin, Ferudun; Erdogan, Onur

2015-01-01

This study explores the predictive influence of primary school teachers' academic optimism, hope and zest for work on perceptions of their self-efficacy and success. A total of 600 teachers were selected through stratified sampling from 27 primary schools in central districts of Ankara, Turkey, to form the research sample. Intervariable…