Sense of Professional Self-efficacy Beliefs and Learner Autonomy Support Behaviour of Middle School Teachers

2014 ◽  
Vol 18 (2) ◽  
pp. 575-581
Author(s):  
Nese Ozkal
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Self Efficacy ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Efficacy Beliefs ◽  
School Teachers ◽  
Professional Self

scholarly journals Teacher Support and Student’s Self-efficacy Beliefs

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
Sid Mitchell ◽  
Julie DellaMattera
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Self Efficacy ◽  
Teacher Support ◽  
Efficacy Beliefs ◽  
Negative Effects ◽  
School Teachers ◽  
School Students ◽  
Student's Perceptions

Abstract The present study investigated the role of teacher support and its influence on middle school student’s self-efficacy beliefs. A statewide survey of 9,702 urban and rural middle school students found that teacher support declined across the middle school years and that this had negative effects on student self-efficacy beliefs. The data do show that girls received more support than did boys and that girls also had generally higher self-efficacy beliefs than did boys. Overall, the results show that middle school teachers can do more in fostering self-efficacy, particularly in boys, and maintaining support throughout a student’s middle school experience. The present study of student’s perceptions of teacher support over the middle school years is an important step in our ability to understand the complex ways in which teachers influence student’s self-efficacy beliefs.

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