Serbian teachers’ perceptions of online assessment during COVID-19 school closure: the role of teachers’ self-efficacy

2021 ◽  
pp. 1-13
Author(s):  
Stefan Ninković ◽  
Stanislava Olić Ninković ◽  
Tihomir Lazarević ◽  
Jasna Adamov
Keyword(s):  
Self Efficacy ◽  
School Closure ◽  
Online Assessment ◽  
Teachers Perceptions ◽  
Role Of Teachers

Helping students with LD to succeed: the role of teachers’ hope, sense of coherence and specific self-efficacy

2013 ◽  
Vol 28 (4) ◽  
pp. 427-439 ◽  
Author(s):  
Uzi Levi ◽  
Michal Einav ◽  
Ilana Raskind ◽  
Orit Ziv ◽  
Malka Margalit
Keyword(s):  
Sense Of Coherence ◽  
Self Efficacy ◽  
Students With Ld ◽  
Role Of Teachers

Forestalling Preschool Expulsion: A Mixed-Method Exploration of the Potential Protective Role of Teachers’ Perceptions of Parents

2019 ◽  
Vol 56 (6) ◽  
pp. 2189-2220 ◽  
Author(s):  
Courtney A. Zulauf ◽  
Katherine M. Zinsser
Keyword(s):  
Protective Factors ◽  
Child Behavior ◽  
Mixed Method ◽  
Protective Role ◽  
Teachers Perceptions ◽  
The Past ◽  
Negative Perceptions ◽  
Role Of Teachers ◽  
The Relationship

Preschoolers are being expelled at an alarming rate and little is known about protective factors. One factor may be the relationship between parents and teachers. Using surveys and interviews, the present study explores teachers’ perceptions of parents and center support as they relate to teachers’ requests to have a child removed from their classroom, an action related to expulsion. Teachers who have more negative perceptions of parents and perceive less center support working with parents were more likely to have requested a removal of a child in the past year. Qualitative comparisons yield differential themes around attribution of child behavior to parents and styles of engagement with parents between teachers who have requested a removal and those who have not.

scholarly journals The Role of Teachers’ Emotional Intelligence and Self-Efficacy in Decreasing Students’ Separation Anxiety Disorder

2016 ◽  
Vol 9 (4) ◽  
pp. 185 ◽  
Author(s):  
Shiva Masoumparast
Keyword(s):  
Self Efficacy ◽  
Separation Anxiety ◽  
Teaching Profession ◽  
Separation Anxiety Disorder ◽  
School Students ◽  
Teacher Student ◽  
Significant Difference ◽  
Post Test ◽  
Role Of Teachers

<p class="apa">Background: teachers are as responsible for personal progress of children as parents are for their nurturing. The purpose of this study is to examine the role of EI and self-efficacy of teachers in reduced SAD of primary school students in Tehran. In other words, this study evaluates the effective role of teachers in reducing SAD in students. Methods: This study used a descriptive-correlational methodology. The sample consisted of 345 teachers and 280 students with SAD selected by stratified proportional to size sampling by Cochran formula. Bar-on’s EQ-i, Schwarzer’s GSE and evaluation forms were used to evaluate teachers; Espada’s CSAS and Spence Children’s Anxiety Scale (SCAS) were used to measure SAD in children. Finally, post-test was taken from students with SAD.Results: The results showed a significant positive correlation between EI and self-efficacy of teachers. On the other hand, EI and self-efficacy of teachers significantly influenced students, so that a significant difference was found in the pre-test and post-test scores of students. SAD significantly decreased in students. Conclusion: positive teacher-student interactions can reduce the symptoms of SAD in students. Thus, teaching profession is a serious responsibility which should not be considered only as a job.</p>

scholarly journals The Development Of Expert Learners In The Classroom

2010 ◽  
Vol 3 (6) ◽  
pp. 1
Author(s):  
Saemah Rahman ◽  
Zuria Mahmud ◽  
Siti Fatimah Mohd Yassin ◽  
Ruslin Amir ◽  
Khadijah Wan Ilias
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning To Learn ◽  
Teachers Perceptions ◽  
Literature Reviews ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
Learn Approach

The term ‘expert learner’ refers to students who are actively engaged with the materials learned and take responsibility for their own learning. Literature reviews suggested the use of metacognitive approach to help develop students to become expert learners. Research on development of expert learners can be traced from movements that focused on the importance of learning strategies and “learning how to learn” approach. Some researchers combined the role of teachers and students in formulating a framework on how to develop expert learners. This study aimed to identify issues related to the development of expert learners in the classroom. Data were collected from focus group with students and teachers in Malaysia.  Findings were reduced into thematic categories representing students’ and teachers’ perceptions on the issues. Results of the study showed that the use of metacognitive strategies among students is very minimal and many teachers did not aware the benefit of making the learning process visible to students. The implementation of “learning to learn” approach in the teaching and learning process remain one of the key problem need to be address in order to help students learn effectively in the classroom.

scholarly journals HUBUNGAN ANTARA EFIKASI DIRI DAN PERAN GURU DENGAN BELAJAR BERDASAR REGULASI DIRI PADA AKSELERAN

2019 ◽  
Vol 7 (2) ◽  
pp. 145-160
Author(s):  
Andi Muthia Sari Handayani
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Public High Schools ◽  
Total Contribution ◽  
The Public ◽  
Independent Variables ◽  
Self Regulated Learning ◽  
Role Of Teachers ◽  
High Level

This research is a quantitative approach with the aim at knowing: (1). The relationship between self-efficacy and the role of the teacher by learning based on self-regulation. (2). The contribution given by self-efficacy and the role of teachers in self-regulation based learning. (3). Levels of self-efficacy and the role of teachers in learning based on self-regulation. The subject of this study was acceleration in one of the Public High Schools in Surakarta as many as 115 people. This study is a principled study on population studies. Based on the results and analysis using multiple regression it is known that the correlation coefficient R = 0.375 (p = 0.000: p <0.05), which means that there is a significant relationship between self-efficacy and the role of teachers with self-regulation. The total contribution given by the two independent variables in this study amounted to 14.1%, and for both categorizations the independent variables namely self-efficacy and the role of the teacher were at a high level, and the dependent variable of learning based on self-regulation was at a very high level. Key word: Self-Regulated Learning, Self-Efficacy, The Role of Teachers

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