The Mathematics Backgrounds and Mathematics Self-efficacy Perceptions of Pre-service Elementary School Teachers

2017 ◽  
pp. 171-186 ◽  
Author(s):  
Gönül Güneş
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
School Teachers ◽  
And Mathematics ◽  
Mathematics Self Efficacy

scholarly journals Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs

2013 ◽  
Vol 48 (2) ◽  
pp. 359-382 ◽  
Author(s):  
Nancy Gaudreau ◽  
Égide Royer ◽  
Éric Frenette ◽  
Claire Beaumont ◽  
Tara Flanagan
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Training Program ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Efficacy Beliefs ◽  
Control Group ◽  
Quebec City ◽  
School Teachers

We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.

scholarly journals Online Learning During the Covid-19 Pandemic: Reflection on Self-Efficacy of Primary School Teachers in Teaching Online

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Esa Nur Wahyuni ◽  
Retno Mangestuti ◽  
Iffat Maimunah ◽  
Rahmat Aziz
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Secondary Data ◽  
Learning Support ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Online ◽  
Method Approach

One of the critical variables in the online learning process during the Covid-19 pandemic is teachers' self-efficacy to their ability to carry out online learning. However, the fact is not all teachers have the efficacy of teaching online. The article invites readers to reflect by analyzing the causes of low self-efficacy of elementary school teachers carrying out online learning. The study used a mixed-method approach involving 22 elementary school teachers. Primary and secondary data collection using questionnaires, interviews, observations, and documentation. Data analysis used quantitative and qualitative. The results show that three factors cause low self-efficacy of elementary school teachers: first, teachers' perception that online learning is ineffective and efficient; second, weak mastery and skills to apply technology for learning; and thirdly, the lack of online learning support facilities during the pandemic. This study's results can be an empiric basis for improving teachers' quality by schools, communities, and governments, especially related to online learning, not only 

scholarly journals Collective Teacher Self-Efficacy Scale for Elementary School Teachers

2022 ◽  
Vol 15 (1) ◽  
pp. 985-1002
Author(s):  
Javier Sánchez-Rosas ◽  
◽  
Malena Dyzenchauz ◽  
Sergio Dominguez-Lara ◽  
Agustín Hayes ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
School Teachers ◽  
Teacher Self Efficacy

Comparing Canadian Generalist and Specialist Elementary School Teachers’ Self-Efficacy and Barriers Related to Physical Education Instruction

2021 ◽  
Vol 40 (1) ◽  
pp. 10-20 ◽  
Author(s):  
Stephanie Truelove ◽  
Andrew M. Johnson ◽  
Shauna M. Burke ◽  
Patricia Tucker
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Teacher Efficacy ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
Teaching Quality ◽  
School Teachers ◽  
Significant Difference ◽  
Generalist Teachers

Purpose: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers’ self-efficacy to teach and the barriers perceived when teaching PE. Methods: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. Results: Specialist teachers’ self-efficacy (n = 296) was significantly higher (p < .05) than that of generalist teachers (n = 818). Gender was found to predict teachers’ self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. Discussion/Conclusion: This study highlights the gap between generalists’ and specialists’ self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary.

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