Examining Elementary Teachers' Sense of Efficacy in three settings in the Southeast (original) (raw)
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A Study of Self – Efficacy among Elementary School Teachers
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The success of educational system lies on the shoulders of the teacher. Teacher plays a vital role in the curriculum transaction of the various factors that affect the ability of the teacher. Self -efficacy has been recognized as an important variable. The present study has been designed to study the perceived self-efficacy of government elementary school teachers of Punjab in relation to their gender, location, experience and educational qualifications. A sample of 815 elementary school teachers was collected by using multi-stage random sampling technique from six districts of Punjab selected on the basis of their high & low literacy rates. The translated version of General Self-efficacy scale by Jerusalem and Schwarzer (1995) was used. The results revealed that Gender, locale, experience and education qualifications do not have any significant impact on self efficacy of Elementary school teachers.
A Comparative Study of Self-Efficacy of Public and Private School Teachers at Elementary Level
2017
Self-efficacy of teachers plays an important role in learning process. The purpose of this study was to investigate the self-efficacy between public and private school teachers at elementary level. Objectives of the study were to examine the self-efficacy of public and private elementary school teachers, to compare the self-efficacy of public and private elementary male school teachers, to compare the self-efficacy of public and private elementary female school teachers, to determine the difference between self-efficacy of male and female teachers teaching at private elementary schools and to determine the difference between self-efficacy of male and female teachers teaching at public elementary schools. The sample of the study consisted of 100 respondents consisting 51 males and 49 females elementary school teachers. Teacher Self-Efficacy Scale developed by Bandura (2006) was used as research instrument for data collection. t-test was used for statistical significance of data. Resu...
Voices in Education: Teacher Self-Efficacy in Education
The Teacher Educator, 2019
Teacher self-efficacy is a complex topic. The concept, founded on Bandura's (1977) social cognitive theory, captures the teachers' beliefs in their own ability to guide students' learning-even in difficult situations (Schunk, Pintrich, & Meece, 2008). And collective efficacy (Donohoo, 2016) refers to how a group of teachers understand their ability to effect positive results. Self-efficacy impacts instructional practices, individual and collective efforts among teachers, and persistence within the profession. Some research has found experienced teachers' self-efficacy is higher in comparison to preservice teachers and those just entering the classroom (Putman, 2012) while others have found that practicing teachers generally have lower self-efficacy than preservice teachers (Benz, Bradley, Alderman, & Flowers, 1992). Hence, it appears teachers' self-efficacy may vary depending on different circumstances and pressures placed on a teacher (Klassen & Chiu, 2010). Litvinov, Alverez, Long, and Walker (2018) list 10 different pressures that many teachers face, which include: lack of money for wages and supplies, lack of safe environments for teachers and their students, accountability pressures place on teachers, lack of discipline, chronic absenteeism, and supporting undocumented students. Research also questions whether a teacher's high sense of self-efficacy determines positive benefits for teachers and their students. As well, if a teacher (preservice or inservice) has low self-efficacy, that does not necessarily mean a teacher will be unsuccessful (Siwatu & Chestnut, 2014; Wheatley, 2002). Wheatley argued that, in fact, self-efficacy doubts can actually motivate teachers to investigate and to develop new skills, which leads to a more affective learning environment for teachers and students. Wheatley (2002) believed novice teachers entering the field should be guided to be cautious of unrealistic confidence that may lead to shattering their self-efficacy, which in turn could cause them to leave the teaching field prematurely. It appears that not only developing the skill to teach matters, but also that teachers will face important issues or barriers during their career. They must be able to problem solve while remaining resilient. Teachers' efficacy is an interest that extends across different educational issues, disciplines, and educational settings around the world. As a result, it is important to the success of educators and the schools that they work. With the various research topics that align and contribute to teachers' self-efficacy, we invite you to respond to the following question: How can we, as teacher educators, build and support our preservice and inservice teachers' efficacy that contributes to their success in school?
The present study contributes to knowledge of the construct validity of the short form of the Teacher Sense of Efficacy Scale (and by extension, given their similar content and psychometric properties, to the long form). The authors' research involves: (1) examining the psychometric properties of the TSES on a large sample of elementary, middle, and high school teachers, and comparing their results to those reported by Tschannen-Moran and Hoy (2001); and (2) conducting a longitudinal analysis (predictive validity) of the TSES as a predictor of subsequent teacher classroom performance and student value-added learning, controlling for school characteristics and teacher experience, among elementary teachers. While the psychometric properties results provide important replication indications, the longitudinal analysis provides a much more compelling construct validity assessment within a broader nomological net of teacher sense of efficacy, teacher performance, student achievement, ...
Teacher Efficacy: Its Meaning and Measure Published on behalf of
The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. Next, we introduce a model of teacher efficacy that reconciles two competing conceptual strands found in the literature. Then we examine implications of the research on teacher efficacy for teacher preparation and suggest strategies for improving the efficacy of inservice teachers. Finally, we propose new directions for research in light of the proposed model.
Teachers' and principals' sense of efficacy in elementary schools
Teaching and Teacher Education, 1996
In recent research on school improvement and effectiveness attention is paid to teachers' sense of efficacy. This research is focused on (a) teachers and (b) instructional tasks. Another restriction is that teachers' sense of efficacy is studied apart from the context in which it affects teacher behavior. This study introduces the Teachers' and Principals' Sense of Efficacy scale in pupil and school oriented tasks. The aim of this study is to demonstrate the context dependency of teachers' and principals' sense of efficacy. The central question is to what extent type of task and a staff member's position in the school organization are related to perceived self-efficacy. Besides, teachers' and principals' perceived school efficay is introduced as a context specific construct. In addition mediating effects of gender, work experience, and grade are analyzed. From the results it is concluded that the expansion of the sense of efficacy construct to principals as well as to school oriented tasks enhances its explanatory potential.
The case for reconceptualizing teacher efficacy research
Teaching and Teacher Education, 2005
This paper explores possible uses of teacher efficacy research by democratic teacher educators. The many possible meanings of teacher efficacy levels make it problematic for teacher educators to interpret and use teacher efficacy. Beneficial teacher efficacy doubts and problematic types of teacher efficacy confidence are identified, including conceptions of agency that may conflict with democratic teaching. Thus, efforts to enhance teacher efficacy may have many negative side effects. The research support for teacher efficacy is critiqued. To make future research more useful to democratic teacher educators, a new definition of teachers' efficacy beliefs is proposed, and research directions are outlined.
Teacher Efficacy: A Research Synthesis
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Abstract: This study synthesized research on teacher efficacy. A 14-stage model was implemented to identify and analyze characteristics found in the synthesis population of 89 primary studies which addressed teacher efficacy. The 89 primary studies yielded 789 ...
Examining the Factor Structure of the Teachers’ Sense of Efficacy Scale
The Journal of Experimental Education, 2009
The authors examined the factor structure of the long and short forms of the Teachers' Sense of Efficacy Scale (TSES; M. Tschannen-Moran & A. Woolfolk-Hoy, 2001) for practicing (n = 102) and preservice teachers (n = 270), comparing the responses to both forms of the TSES, and looked for differences in teachers' efficacy with respect to experience and grade level taught. They found the 3-factor structure-efficacy for classroom management, instructional practices, and student engagement-to be appropriate for practicing teachers, but they found a single efficacy factor to be appropriate for preservice teachers. The long and short forms of the TSES produced similar means and reliability information, suggesting that either form is appropriate for use with preservice or practicing teachers. Last, they found that teachers with 10 or more years of teaching experience and those teaching at the elementary level reported significantly higher levels of efficacy than did preservice teachers or those teaching at the middle or high school levels, respectively.