Search results for: Self efficacy
Page 11/13 121 items
When Being Able is not Enough. The Combined Value of Positive Affect and Self-Efficacy for Job Satisfaction in Teaching
The authors examine the hypothesis that teaching effectively does not in itself guarantee satisfaction: positive affect and self-efficacy beliefs are needed. Hence, this study examines how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction. Self-assessment scales, designed to assess the use of efficient teaching strategies and praxes, self-efficacy in teaching, positive affect and job satisfaction, were completed by 399 teachers.
Updated: Sep. 05, 2010
Stimulating Teachers' Reflection and Feedback Asking: An Interplay of Self-Efficacy, Learning Goal Orientation, and Transformational Leadership
The purpose of the study was to investigate how teachers' reflection and feedback asking can be explained by occupational self-efficacy, learning goal orientation and transformational leadership. Data were collected from a survey completed by 456 teachers from a Dutch College for Vocational Education and Training. The findings show that occupational self-efficacy and learning goal orientation are positively related to reflection and feedback asking.
Updated: Sep. 05, 2010
The purpose of this study was two-fold: (1) to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy, and (2) to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish. Norwegian teachers in elementary school and middle school participated in this study.
Updated: Aug. 24, 2010
Is The Motivation to Become A Teacher Related to Pre-service Teachers’ Intentions to Remain in The Profession?
The purpose of this study was to examine the concept of motivation to become a teacher. The authors focused on the distinction between adaptive motives and maladaptive motives. The authors also examined the relationships with teacher self-efficacy, the quality of the teacher training program, and the intention to remain in the profession. Pre-service teachers from university-based teacher training institutes at the Netherlands participated in the study. The results indicate the importance of intrinsic motives to become a teacher.
Updated: Aug. 01, 2010
This study investigates the attitudes of a sample of English, Maltese and German teachers toward the training they received to teach media education. The study also explores the teachers’ attitudes about whether and how media education should be taught in schools. The sample was consisted of 132 teachers from England, Malta and Germany. The results show that the participants felt least confident teaching television production, radio production, and website design.
Updated: Jul. 27, 2010
In this article, the authors examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, the authors discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Implications are discussed in terms of both teacher education and professional development programs.
Updated: Jun. 29, 2010
The main objective of this study was to investigate the differences between pre-service English teachers' self-efficacy beliefs with the instructors' views of the teaching competence of these pre-service teachers. Thirty-nine Turkish student teachers and five Turkish female instructors participated in the study. The results of the research indicated that the student teachers' self-efficacy judgments were higher than the instructors' judgments for the student teachers' teaching competence.
Updated: Jan. 31, 2010
Dealing with School Violence: The Effect of School Violence Prevention Training on Teachers' Perceived Self-Efficacy in Dealing with Violent Events
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). A significant relationship was found between teachers who reported receiving high levels of support from the school and TOE in dealing with violence.
Updated: Jan. 12, 2010
This mixed method study examined how elementary school teachers define and use rewards in their classrooms and how various motivational constructs such as goal orientation, self-efficacy, and autonomy relate to teachers' use of rewards. Results revealed that all teachers in the sample use some form of rewards in their classrooms and the majority use some form of tangible rewards.
Updated: Dec. 09, 2009
Situating Pre-service Reading Teachers as Tutors: Implications of Teacher Self-efficacy on Tutoring Elementary Students
This study examined the impact of high teacher efficacy on tutoring elementary students in reading. The research also examined whether high efficacy was correlated with reading strategy use. The Teacher Sense of Efficacy Scale (TSES) was adapted to create a reading-specific teacher efficacy scale. The findings suggest that pre-service teachers' efficacy did not affect their reading strategy use while tutoring elementary students.
Updated: Dec. 07, 2009