Self-Efficacy of In-Service Secondary School Teachers in Relation to Education for Sustainable Development: Preliminary Findings

2021 ◽  
pp. 197-207
Author(s):  
Athanasios Mogias ◽  
George Malandrakis ◽  
Penelope Papadopoulou ◽  
Costas Gavrilakis
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Education For Sustainable Development ◽  
School Teachers

scholarly journals Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

2020 ◽  
Vol 12 (10) ◽  
pp. 3950
Author(s):  
David Aparisi ◽  
Lucía Granados ◽  
Ricardo Sanmartín ◽  
María Carmen Martínez-Monteagudo ◽  
José Manuel García-Fernández
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Lower Probability ◽  
School Teachers ◽  
Different Dimensions ◽  
Mood Scale ◽  
The Relationship ◽  
General Self Efficacy

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

scholarly journals Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste

2019 ◽  
Vol 11 (4) ◽  
pp. 1173 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Waste Management ◽  
Secondary School Teachers ◽  
Technological Development ◽  
School Teacher ◽  
Teacher Education Programs ◽  
Secondary School Teacher ◽  
School Teachers ◽  
Amount Of Knowledge

The framework of sustainable development encompasses a series of behaviours which include the proper management of the waste we produce. This concept should be addressed in classrooms to ensure proper waste management. The amount of knowledge of the teachers and the inclusion of these concepts in the education curricula are essential factors when providing proper teaching about waste and waste management. The general objective was to analyse the amount of knowledge about waste of teachers in training within the framework of sustainable development. The sample consisted of 72 secondary school teachers in training belonging to three scientific-technological areas (Physics & Chemistry, Biology & Geology, and Technology). The methodology used was exploratory and quantitative. As a measuring instrument, a questionnaire was elaborated based on the educational curricula and based on previous research, made up of five categories (Waste and Society, Regulations, Awareness, Technological Development, and Typology). The results of the study show that teachers in training lack knowledge regarding waste. Within teacher education programs, it is, therefore, necessary to address issues of sustainability including waste in order to prepare teachers that are competent and willing to teach such important topics.

The role of teachers’ self-efficacy between trust and organisational citizenship behaviour among secondary school teachers

2019 ◽  
Vol 49 (3) ◽  
pp. 864-886
Author(s):  
Yuen Onn Choong ◽  
Lee Peng Ng ◽  
Seow Ai Na ◽  
Chun Eng Tan
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
School Administrator ◽  
School Teachers ◽  
Policy Makers ◽  
Content Type ◽  
Sense Of Efficacy ◽  
Practical Implications

Purpose The purpose of this paper is to examine the effects of teachers’ perception on trust over their willingness to exercise organisational citizenship behaviours (OCB) using self-efficacy as a mediator. Design/methodology/approach Usable questionnaires were collected from 411 teachers in secondary schools. A two-stage analytic approach was used to analyse the data. Findings The results indicated that trust and teachers’ self-efficacy dimensions (general teaching and personal teaching) are positively related to OCB. Additionally, trust in the principal, colleagues and clients are predicted to have indirect influence on OCB through self-efficacy. Practical implications Teachers’ personal sense of efficacy is largely dependent on the amount of efforts devoted in their teaching, their decision-making ability and the degree of persistency in solving problematic issues. School management and policy makers are urged to develop effective human resources initiatives and programmes that can create a trusting relationship in the organisation and enhance teachers’ self-efficacy. These may include the socialisation programmes that can inculcate teachers’ inner natures, confidence and interpersonal skills when directed towards perceived abilities in given specific tasks and responsibilities to make a significant impact on OCB. Apart from this, the school administrator is advised to offer relevant training and workshops that able to enhance the efficacy level of teachers. Originality/value This study explored how teachers’ self-efficacy was related to trust and OCB. Teachers’ positive behaviours enable them to have greater belief in their capability of handling pressures and crises. The study contributes to the current body of literature and creates a comprehensive theoretical framework for teachers to be involved in OCB. Besides, these unique findings served as a reference to management of any school to better understand the importance of trust in the school and how it relates to teacher self-efficacy, which, in turn nurture the citizenship behaviour in workplace.

scholarly journals RELATIONSHIP BETWEEN MOTIVATION AND TEACHER SELF -EFFICIENCY IN HIGH PERFORMANCE SCHOOLS, EXCELLENCE CLUSTER SCHOOLS AND DAILY SECONDARY SCHOOLS IN THE STATE OF PENANG

2021 ◽  
Vol 6 (42) ◽  
pp. 364-382
Author(s):  
Suhaima Ali ◽  
Mohamad Khairi Haji Othman
Keyword(s):  
Correlation Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
Self Efficacy ◽  
High Performance ◽  
Teacher Motivation ◽  
Secondary School Teachers ◽  
The State ◽  
School Teachers ◽  
High Performing

In recent years, there has been an increase in the number of teachers who lack motivation and self-efficacy in carrying out their duties. This factor causes a significant decline in school performance and productivity. Therefore, by knowing the level of teacher motivation and the level of self-efficacy of teachers, then the recommendations required by the government to produce quality and high-performing teachers will be known more clearly. Thus, the issue of producing quality and high-performing teachers are used to answer research questions and fill the research spaces found in this study. This study aims to identify the relationship between motivation and self-efficacy of teachers in High-Performance Secondary Schools, Cluster Schools of Excellence, and also Ordinary Day Schools in the state of Penang. A quantitative approach was used in the data collection process of this study. The study instrument consisted of three parts; namely demographics, teacher motivation, and self-efficacy of secondary school teachers. The study sample consisted of 122 secondary school teachers in three schools in the state of Penang. Quantitative data were analyzed using various tests, namely the Independent T-Sample test, one-way ANOVA, and Pearson correlation analysis using SPSS software. The findings of the study indicate that there are significant differences in teacher motivation based on teacher age category and teacher tenure. The findings of the study also showed that there were also significant differences in self-efficacy based on length of service. The correlation analysis test also showed that there was a significant relationship between teacher motivation and self-efficacy with a weak magnitude. Therefore, teacher motivation and teacher self-efficacy need attention as it is able to increase efficiency among teachers while improving the quality of the education system.

The Teacher Self-Efficacy Scale (TSES) Factorial Structure Evidence Review and New Evidence From Polish-Speaking Samples

2019 ◽  
Vol 35 (6) ◽  
pp. 900-912
Author(s):  
Maciej Koniewski
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Measurement Instrument ◽  
Factorial Structure ◽  
Lower Secondary School ◽  
School Teachers ◽  
Evidence Review ◽  
Teacher Self Efficacy ◽  
New Evidence

Abstract. The Teacher Self-Efficacy Scale (TSES) is a widely accepted and enthusiastically used measurement instrument. Unfortunately, little firm evidence is available to support its factorial structure. The article reports on the results of the TSES administered to large representative samples of primary (2,083) and lower-secondary school teachers (2,382) in Poland, along with the results of reanalyzed US data, based on which the scale was developed. The results support TSES as a reliable instrument applicable across countries. However, they also highlight the importance of analyzing the factorial structure of the scale with each application, as it may require modifications when administered to different samples. Additionally, moderate evidence was found in Polish data for TSES to be invariant between primary and lower-secondary school teachers.

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