scholarly journals Relation of teacher self-efficacy and classroom practices: A preliminary investigation

2018 ◽  
Vol 40 (1) ◽  
pp. 25-48 ◽  
Author(s):  
Maria S. Poulou ◽  
Linda A. Reddy ◽  
Christopher M. Dudek
Keyword(s):  
Teacher Perceptions ◽  
Self Efficacy ◽  
Behavior Management ◽  
Management Practices ◽  
Classroom Practices ◽  
Preliminary Investigation ◽  
Individual Characteristics ◽  
Assessment System ◽  
Observation System ◽  
Teachers Perceptions

Teachers’ perceptions of self-efficacy are one of the few individual characteristics that predict teacher practice. There is limited research linking teachers’ perceptions of self-efficacy and actual classroom practices. The study examined teacher’ perceptions of self-efficacy and actual instructional and behavior management practices using the Classroom strategies assessment system (CSAS), a multidimensional validated observation system. Fifty-eight Greek teachers completed the Teacher sense of efficacy scale (TSES) and were observed using the CSAS by independent observers. Significant differences between teachers’ self-reported self-efficacy and observers’ ratings were found in the domain of instructional strategies. Implications for research, professional development and school psychological practice are discussed.

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

2020 ◽  
Vol 54 (1) ◽  
pp. 36-53
Author(s):  
Linda A. Reddy ◽  
Adam Lekwa ◽  
Elisa Shernoff
Keyword(s):  
Special Education ◽  
Elementary Schools ◽  
Special Education Teachers ◽  
Behavior Management ◽  
Student Outcomes ◽  
Management Practices ◽  
Assessment System ◽  
High Poverty ◽  
Urban Elementary Schools ◽  
And Behavior

Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( p = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.

scholarly journals Teacher Perceptions of Climate, Motivation, and Self-Efficacy: Is There Really a Connection

2018 ◽  
Vol 6 (12) ◽  
pp. 48 ◽  
Author(s):  
Shemon J Reaves ◽  
Jeffry Allen Cozzens
Keyword(s):  
School Climate ◽  
School Districts ◽  
Intrinsic Motivation ◽  
Teacher Perceptions ◽  
Self Efficacy ◽  
Working Environment ◽  
Strong Positive Correlation ◽  
Teachers Perceptions ◽  
Job Satisfaction Survey ◽  
West Tennessee

This study investigated if correlations existed between teachers’ perceptions of elements of a safe and supportive school climate/working environment in regards to teachers’ intrinsic motivation and self-efficacy beliefs. Additionally, it examined the degree of significance when teachers feel safe and supported versus those that do not. Finally, it investigated which of the four elements has the greatest impact on intrinsic motivation and self-efficacy through the lens of educators to improve teaching, teacher retention, and job satisfaction. Survey data were collected from certified teachers in West Tennessee school districts. The responses to the Safe and Supportive School Questionnaire and Attitude Toward Teaching Survey provided quantitative data for analyses. A series of independent samples t-tests, liner regressions, and Spearman correlations revealed strong positive correlation existed between a number of the four elements and intrinsic motivation and self-efficacy. Additionally, it revealed teachers have significantly higher intrinsic motivation and self-efficacy in safe and supportive schools. Conclusions of this study and recommendations are outlined in this paper.

Special Educators’ Working Conditions, Self-Efficacy, and Practices Use With Students With Emotional/Behavioral Disorders

2020 ◽  
pp. 074193252092412
Author(s):  
Michelle M. Cumming ◽  
Kristen Merrill O’Brien ◽  
Nelson C. Brunsting ◽  
Elizabeth Bettini
Keyword(s):  
Behavioral Disorders ◽  
Working Conditions ◽  
Self Efficacy ◽  
Behavior Management ◽  
Management Practices ◽  
Special Educators ◽  
Emotional Behavioral Disorders ◽  
Equation Modeling ◽  
Future Research ◽  
Students With Ebd

Students with emotional/behavioral disorders (EBD) in self-contained settings depend on special educators to deliver high-quality instruction and behavior management, and special educators depend on administrators to create supportive working environments. Yet, to date, no studies have examined how working conditions relate to special educators’ provision of effective instructional or behavior management practices for students with EBD in self-contained settings. To fill this crucial gap, we conducted a national survey of 171 special educators serving students with EBD in self-contained settings. Using structural equation modeling, we found special educators who experienced more supportive working conditions (i.e., stronger logistical resources and lower demands) reported more manageable workloads, experienced less emotional exhaustion and stress, felt greater self-efficacy for instruction, and reported using evidence-supported instructional practices more often with their students. Results have implications for future research and practice.

The Relationship Between School Administrator and Teacher Ratings of Classroom Practices and Student Achievement in High-Poverty Schools

2019 ◽  
pp. 153450841986286
Author(s):  
Linda A. Reddy ◽  
Anh N. Hua ◽  
Christopher M. Dudek ◽  
Ryan Kettler ◽  
Ilona Arnold-Berkovits ◽  
...  
Keyword(s):  
Student Performance ◽  
Behavior Management ◽  
Management Practices ◽  
Assessment System ◽  
School Administrator ◽  
High Poverty ◽  
Observational Assessment ◽  
Discrepancy Scores ◽  
Growth Scores ◽  
The Relationship

This study examined the relationship of school administrator and teacher self-ratings of instructional and behavioral management practices to student growth on statewide achievement tests (Partnership for Assessment of Readiness for College and Career [PARCC]). The study included 78 teachers and 1,594 students from fourth through eighth grades in nine high-poverty charter schools. Observation scores completed by school administrator and teacher self-ratings were collected on the Classroom Strategies Assessment System (CSAS), an observational assessment that reports outcomes as discrepancy scores: differences between recommended frequency and observed frequency of specific instructional and behavior management strategies for teachers. Correlations revealed negative relations between both informants’ discrepancy scores and PARCC growth scores, demonstrating that teachers with lower discrepancy scores tended to have students with greater PARCC growth scores. Hierarchical multiple regression analyses revealed school administrator and teacher CSAS total discrepancy scores were related to student performance on PARCC mathematics, but not English Language Arts (ELA), and teachers’ CSAS Total discrepancy scores explained an additional 4.8% of variance in PARCC mathematics. Implications of findings for professional development and research are offered.

Bridging the Gap: Classroom Strategies Assessment System–Observer Form

2017 ◽  
Vol 44 (2) ◽  
pp. 120-122
Author(s):  
Ryan J. Kettler ◽  
Linda A. Reddy ◽  
Todd A. Glover ◽  
Alexander Kurz
Keyword(s):  
Management Practices ◽  
Rating Scales ◽  
Classroom Practices ◽  
Reliability And Validity ◽  
Assessment System ◽  
Validity Evidence ◽  
Behavioral Management ◽  
Classroom Strategies ◽  
Direct Observations ◽  
Development Interventions

The Classroom Strategies Assessment System–Observer Form (CSAS-O) is a classroom observational system that combines direct observations and rating scales to assess teacher instructional and behavioral management practices, inform goals, plan professional development interventions, and monitor progress. CSAS-O Strategy Rating Scales yield scores indicating the discrepancy between the frequency with which observed teachers use evidence-based strategies and the recommended frequency with which they should use strategies during specific lessons. An illustrative example is provided along with a summary of reliability and validity evidence. Dudek, Reddy, Lekwa, & Hua write about Improving Universal Classroom Practices through Teacher Formative Assessment and Coaching using the CSAS-O in the current issue.

scholarly journals English Teacher’ Perceptions and Classroom Practices on Constructivism Values in Primary Schools in Badung Regency

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Widya Agustini
Keyword(s):  
Teacher Perceptions ◽  
Primary Schools ◽  
Classroom Practices ◽  
English Education ◽  
Low Frequency ◽  
Educational Background ◽  
Classroom Observations ◽  
Analysis Model ◽  
Teachers Perceptions ◽  
Interactive Analysis

This study aimed at describing teachers' perceptions on the concept, implementation, and impact of constructivism values in public primary schools in Badung Regency; how the teachers practice and implement constructivism values in the classroom; and finding out the relation of teachers' perceptions about constructivism values and its practices in the classroom. This study was designed in the form of a mixed methods with the embedded design in which the quantitative data were more dominant than the qualitative data so that the data were described descriptively and quantitatively. The subjects of this study were three English teachers with the same qualifications of educational background (English Education) from three different public primary schools in Badung Regency. The data related to teachers’ perceptions were collected through questionnaire administration, the classroom practices and implementation were collected through classroom observations, and supported with interviews. After the data were collected, the data were analyzed quantitatively to analyze the results of the questionnaire, and qualitatively by using interactive analysis model to analyze the results of classroom observations and interviews. The results of the study indicated that: first, the teachers had strong perceptions on the concept, implementation, and impact of constructivism values; second, the frequency of occurrences on the practices of constructivism values in the classroom was categorized as low frequency which indicated that the teachers rarely practiced constructivism values in the classroom; third, since the teachers had strong perceptions on constructivism values but the frequency of the practices was categorized as low frequency. It could be concluded that the teachers tend to be inconsistent between their perceptions on constructivism values with its practices in the classroom

Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching

2018 ◽  
Vol 44 (2) ◽  
pp. 81-94 ◽  
Author(s):  
Christopher M. Dudek ◽  
Linda A. Reddy ◽  
Adam Lekwa ◽  
Anh N. Hua ◽  
Gregory A. Fabiano
Keyword(s):  
Formative Assessment ◽  
Behavior Management ◽  
Management Practices ◽  
Controlled Trial ◽  
Assessment System ◽  
Behavioral Management ◽  
Classroom Strategies ◽  
Coaching Process ◽  
Assessment Of Evidence ◽  
Coaching Approach

This article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to facilitate the coaching process. Results from 32 elementary school teachers who received brief coaching after participating as waitlist controls in a randomized controlled trial are presented. Teachers’ practices remained stable across baseline periods. Following coaching, teachers displayed improvements toward their behavioral management goals (e.g., ds = .50–.83). Results also showed meaningful reductions in the overall need for change in instruction ( d = .88) and in behavior management practices ( d = .68) at postintervention. Findings illustrate the benefits of integrating teacher formative assessment in coaching to improve teaching practices. Implications for practice and future directions are outlined.

Teachers’ perceptions of effective strategies for developing intercultural competence

2020 ◽  
Vol 6 (2) ◽  
pp. 333-358
Author(s):  
Xiaoping Gao
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Intercultural Competence ◽  
Professional Training ◽  
Language Teaching ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Effective Strategies ◽  
Factors Influencing

Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.

scholarly journals Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education

2021 ◽  
Vol 11 (6) ◽  
pp. 272
Author(s):  
Outi Haatainen ◽  
Jaakko Turkka ◽  
Maija Aksela
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
Teaching Method ◽  
Survey Study ◽  
Integrated Education ◽  
Integrated Science ◽  
Teachers Perceptions ◽  
Key Factor

To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.

Supporting the Implementation of Evidence-Based Behavior Management Practices through Simulation: A Mixed Method Study

2021 ◽  
pp. 1-35
Author(s):  
Elisa S. Shernoff ◽  
Stacy L. Frazier ◽  
Christine Lisetti ◽  
Alban Delmarre ◽  
Zainab Bibi ◽  
...  
Keyword(s):  
Mixed Method ◽  
Behavior Management ◽  
Management Practices ◽  
Mixed Method Study ◽  
Evidence Based
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