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Recently self-efficacy studies focus on the educational context, with a particular focus on teacher profession. The main purpose of this study was to explore teachers’ self-efficacy beliefs with respect to age. All data were collected through Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001). Participants in this study were located in three cities in Albania. The analysis of data was based on the response of 850 teachers. In terms of the three subdimensions of the self- efficacy scale, the results indicated that with age increases even self-efficacy in student engagement, in instruction strategies and in classroom management.
Researchers and academics have recently developed a great deal of interest in the beliefs of the self-efficacy beliefs of the teachers given the fact that such a construct promotes effectiveness to teachers and also obtains solutions to problems in teacher education. The literature shows that teachers’ self-efficacy beliefs influence classroom instructions, student learning and performance. The study was conducted to explore the primary school teachers’ self-efficacy beliefs with respect to gender. Teachers’ sense of efficacy scale was used to collect data from the participants. Findings revealed a significant difference between male and female teachers on student engagement and classroom management where male teachers were likely to be significantly better in classroom management and student engagement than female teachers.
Self-efficacy construct represents a viable organizing concept for the development of new and better professional development models. Selfefficacy is a central feature of social learning theory and its role as a potent intervening factor between learning and subsequent performance has been established by research in a number of contexts, including teacher development. Also self-efficacy construct can provide schools and staff development specialists with the tools they need to design effective teacher trainings, improve teacher competences and as a consequence enhance students outcomes. The purpose of this paper is to give a theoretical analysis to the enhancement of teachers self- efficacy. This study examines different theories on teacher self-efficacy and also gives an overview of what kind of measurements should be taken to enhance teachers self- efficacy.
International Educational Research
Analysis of the Level of the Teacher Efficacy of Beginning Agriculture Teachers in EswatiniOver the past decade, researchers continually emphasized the role of teacher efficacy in teaching effectiveness. A descriptive survey was used to investigate the level of teacher efficacy of beginning agriculture teachers in Eswatini. The population of the study were senior secondary school beginning agriculture teachers in Eswatini. The study is a census, involving all senior secondary school agriculture teachers who had up to five years of agriculture teaching experience. 161 agriculture teachers participated in the study. Data were collected using a self-administered modified Teachers’ Self-Efficacy Scale (TSES) with a .92 reliability coefficient. The data were analysed using descriptive and inferential statistics. Beginning agriculture teachers were moderately efficacious in classroom management, instructional strategies and student engagement. Gender, subject specialization and affiliation to professional development bodies accounted for significant differences in teacher effic...
International Journal of Curriculum and Instruction
Novice teachers' self-efficacy beliefs in teaching multiple subjects: Relations to academic performance of basic school students in Ghana2021 •
Developing the confidence to teach is one of the most challenging tasks in the teaching profession. Educators have recognized that the initial years of teaching is complex and challenging. However, no study examines novice teachers' self-efficacy beliefs in teaching multiple subjects in developing countries like Ghana. Novice teachers in Ghana are often deployed to schools and classrooms with high number of students but less number of teachers. Hence, they are faced with teaching multiple subjects per semester (term) aside from the already outlined challenges of novice teachers in literature. The study employed a cross-sectional survey design. Using the Teachers' Sense of Efficacy Scale (TSEBs, long form), novice teachers in Ghana (n = 72) were assessed on how they perceived their efficacy in teaching multiple subjects. Results from the study indicate that novice teachers perceived themselves to be moderately adequate in their TSEBs. Efficacy in classroom management score was lower than in student engagement and instruction strategies. Males also recorded high TSEBs score than females. Majority of the teachers taught large classes (43-53). It is recommended that educators reduce the class size of novice teachers and organize more training and professional development programs for novice teachers.
2017 •
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 selfefficacy. A Spearman’s correlation coefficient measured the relationship between the predictor variables: classroom management, student engagement, and instructional strategies, and the criterion variable of discipline referrals. Criterion variable data consisted of collected discipline referral records of participants from the participating school district. Data on predictor variables were measured by participant responses on the Teachers’ Sense of Efficacy Scale, which include the three subscales that will serve as the predictor variables for this study, and also measured teacher self-efficacy. The population for this study included secondary teachers (N = 98) in a rural county school district located in a...
2013 •
2015 •
Teacher efficacy is largely unexplored in Trinidad and Tobago, resulting in a deficit in understanding of teachers' beliefs about their ability to teach. This is important since teachers' beliefs influence how they feel about their work, how they assess and perform teaching tasks, and the educational experiences they provide for their students. This study examined three dimensions of teacher efficacy of secondary school teachers who were newly enrolled in an in-service teacher training programme at a university in Trinidad and Tobago. Teacher efficacy for classroom management, instructional strategies, and student engagement was measured using the Teachers' Sense of Efficacy Scale, and analysed for differences by participants' sex, age, years of service, and school type. There were no differences in teacher efficacy by teachers' sex and years of service. Teachers over 45 years reported significantly stronger teacher efficacy for classroom management than younger ...
2010 •
Academic Journal of Interdisciplinary Studies
Influence of Gender on Teachers’ Self-Efficacy in Secondary Schools of Kisumu County, Kenya2015 •
Brock Education Journal
Teacher efficacy for online teaching during the COVID-19 pandemicEducation Research International
Preservice Teachers’ Self-Efficacy in Teaching Cost Accounting2020 •
Problems of Education in the 21st Century
Teachers’ Self-Efficacy: Effective Indicator Towards Students’ Success in Medium of Education PerspectiveEuropean Journal of Education Studies
Personal Biology Teaching Efficacy Beliefs and Biology Teaching Outcome Expectancy of In-Service Elementary TeachersInternational Journal of Education and Literacy Studies
The Relationship between Iranian EFL Teachers’ Self-efficacy, their Personality and Students’ Motivation2016 •
Education and Information Technologies
Exploring predictors of teachers’ self-efficacy for online teaching in the arab world amid Covid-19Journal of Agricultural Education
Exploring Relationships between Personal Variables, Programmatic Variables, and Self-Efficacy in School-Based Agricultural Education2017 •
Caribbean Teaching Scholar
An investigation of the influence of teacher variables on pre-training efficacy beliefsEducational Research and Reviews
Examining the relationship between pre-service teachers' ethical reasoning levels and their academic dishonesty levels: A structural equation modelling …2011 •
2018 •
Academic Journal of Interdisciplinary Studies
Influence of Marital Status on Teachers’ Self-Efficacy in Secondary Schools of Kisumu County, Kenya2015 •
Common Ground Publishing
EFL teachers' self-efficacy beliefs in teaching literature2020 •
Pertanika Journal of Social Science and Humanities
Relationship between Sources and Teachers' Sense of Efficacy among Novice Teachers in Selangor, MalaysiaJournal of Agricultural Education
Preservice Agricultural Education Teachers’ Sense of Teaching Self-Efficacy2008 •
2011 •
International Journal of Education and Research
PRESERVICE TEACHERS' BEHAVIOURAL, EMOTIONAL AND COGNITIVE ENGAGEMENT EFFICACY2021 •
Teacher Education Quarterly
Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion2012 •
2020 •
Procedia - Social and Behavioral Sciences
Self-efficacy and Metacognition as Predictors of Iranian Teacher Trainees’ Academic Performance: A Path Analysis Approach2014 •
2015 •
2019 •
Polish Psychological Bulletin
Probing EFL Teachers’ Job Motivation in the Light of Intra -individual Level Predictors2018 •
2016 •
2017 •
2012 •
The Teacher Educator
Tapping the Sources of Self-Efficacy: Promoting Preservice Teachers' Sense of Efficacy for Instructing English Language Learners2019 •
2019 •
Journal of educational Psychology
Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress2010 •