Breaking Barriers: Racial Stress Appraisal and Classroom Management Self-Efficacy for Urban Students

2013 ◽  
Author(s):  
Duane E. Thomas ◽  
Howard C. Stevenson ◽  
Kelsey Jones
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Urban Students ◽  
Stress Appraisal ◽  
Racial Stress

Teaching scared: pre-service teacher appraisals of racial stress, socialization and classroom management self-efficacy

2020 ◽  
Vol 23 (5) ◽  
pp. 1233-1257
Author(s):  
Keisha L. Bentley-Edwards ◽  
Howard C. Stevenson ◽  
Duane E. Thomas ◽  
Valerie N. Adams-Bass ◽  
Chonika Coleman-King
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Racial Stress ◽  
Pre Service Teacher

Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis

2013 ◽  
Vol 26 (1) ◽  
pp. 101-126 ◽  
Author(s):  
Ariel M. Aloe ◽  
Laura C. Amo ◽  
Michele E. Shanahan
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Meta Analysis

scholarly journals Using avatars to address teacher self-efficacy

2021 ◽  
Vol 5 (1) ◽  
pp. 15-35
Author(s):  
Chancey Bosch ◽  
Trevor Ellis
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Technology Enhanced Learning ◽  
Teacher Self Efficacy ◽  
The Relationship ◽  
Enhanced Learning

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

scholarly journals Can the ‘Learn in peace, educate without violence’ intervention in Cote d’Ivoire reduce teacher violence? Development of a theory of change and formative evaluation results

BMJ Open ◽  
2021 ◽  
Vol 11 (11) ◽  
pp. e044645
Author(s):  
Karen Devries ◽  
Manuela Balliet ◽  
Kerrie Thornhill ◽  
Louise Knight ◽  
Fanny Procureur ◽  
...  
Keyword(s):  
Classroom Management ◽  
Brief Intervention ◽  
Cote D'ivoire ◽  
Self Efficacy ◽  
Primary Schools ◽  
Côte D’Ivoire ◽  
Physical Discipline ◽  
Discipline Practices ◽  
Intermediate Outcomes ◽  
Consequences Of Violence

ObjectivesTo gather evidence on whether a brief intervention (Apprendre en paix et éduquer sans violence, developed by the Ivorian Ministry of Education and Graines de Paix) to promote peace in primary schools by reducing teacher violence perpetration and improving pedagogical techniques was acceptable to teachers and affected change in intermediate outcomes.DesignMixed-methods formative research.SettingPrimary schools in Tonkpi region, Cote d’Ivoire.Participants160 teachers participating in the peace training, surveyed three times during implementation; qualitative in-depth interviews with 19 teachers and teacher-counsellors.InterventionsLearn in peace, educate without violence–a brief intervention with primary school teachers designed to promote peace in primary schools.OutcomesFor survey data, we generated composite measures of intermediate outcomes (teachers’ awareness of consequences of violence, self-efficacy in applying positive classroom management methods, acceptance of physical discipline practices in school) and used random intercept linear mixed-effects models to compare responses over time. Qualitative research included open-ended questions about acceptability and perceived need for such an intervention. A framework analysis was undertaken.ResultsFour-months post-training (vs pretraining), teachers had higher self-efficacy in applying positive classroom management methods (pre-mean=26.1; post-mean=27.5; p<0.001) and borderline lower acceptance of physical discipline practices (premean=4.2; postmean=3.6; p=0.10). We found no change in teacher awareness of the consequences of violence. Qualitatively, teachers found the intervention acceptable and understandable, perceiving it as useful because it provided methods for non-violent discipline. Teachers had mixed views about whether the techniques improved classroom dynamics.ConclusionsData suggest that the intervention is acceptable and leads to change in intermediate outcomes for teachers. Further evaluation in a randomised controlled trial is warranted.

scholarly journals Measuring teachers’ interpersonal self-efficacy: relationship with realized interpersonal aspirations, classroom management efficacy and age

2017 ◽  
Vol 20 (2) ◽  
pp. 411-426 ◽  
Author(s):  
Ietje Veldman ◽  
Wilfried Admiraal ◽  
Tim Mainhard ◽  
Theo Wubbels ◽  
Jan van Tartwijk
Keyword(s):  
Classroom Management ◽  
Self Efficacy

Improving Classroom Management Issues by Asking Questions: Part 2

2019 ◽  
Vol 33 (2) ◽  
pp. 79-82 ◽  
Author(s):  
Tiger Robison
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Asking Questions ◽  
Self Knowledge ◽  
Management Issues

Asking questions is one of the most immediate ways to help students reflect on their own actions, which is a technique that is often overlooked in favor of a teacher’s direct commentary. This column, the fourth in a series about classroom management and the second on the particular topic of asking questions, contains four more specific questions with which to prompt students before and/or after behavioral incidents. Each of these questions stem from four sources of self-knowledge that form the basis of self-efficacy. There are practical uses of these questions and explanations of their connections to the larger construct of self-efficacy in this column, along with suggestions for further reading.

scholarly journals The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students

2020 ◽  
Vol 23 (6) ◽  
pp. 1565-1586
Author(s):  
Inge-Ernald Simonsen ◽  
Torbjørn Rundmo
Keyword(s):  
High School ◽  
High School Students ◽  
Social Identity ◽  
Classroom Management ◽  
Self Efficacy ◽  
Parental Education ◽  
School Satisfaction ◽  
Self Report ◽  
School Students ◽  
School Identification

AbstractSchool satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management.

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