scholarly journals Investigation of self-Efficacy sources of classroom teachers based on various variablesSınıf öğretmenleri öz-yeterlik kaynaklarinin çeşitli değişkenlere göre incelenmesi

2019 ◽  
Vol 16 (1) ◽  
pp. 355
Author(s):  
Yeliz Temli Durmuş
Keyword(s):  
Self Efficacy ◽  
Survey Study ◽  
Classroom Teachers ◽  
Verbal Persuasion ◽  
Physiological Factor ◽  
Teaching Experiences ◽  
Psychological States ◽  
Mastery Experiences ◽  
Career Cycle ◽  
Vicarious Experiences

The aim of the study is to clarify classroom teachers’ self-efficacy sources perception. Four factors of self-efficacy and general total values based on various variables. Independent variables are gender, teaching experiences, and cities where participant work in. Mastery experiences, Vicarious Experiences, Verbal persuasion and Emotional and psychological states are defined as four factors that constitute sources of self-efficacy. In this quantitative survey study, convenient sampling was used. Self-efficacy is affected by instructional methods used by teachers, materials and infrastructure of learning environments. That is why author determine easily accessible two cities to compare different locations and opportunities. In total of 128 volunteer classroom teachers, 69 female participants (53.9%) and 59 male participants (46.1%) participated in the study.  Findings show female teachers have statistically significant higher scores on vicarious experiences and verbal persuasion than male participants according to Mann Whityney U test results [U1(3512)=-2,183; U2(3221)=-2,283; p<.05]. Teaching experiences showed statistically significant results about emotional and physiological factor. Teaching experiences did not have statistically significant effect on total scores of self-efficacy sources and also vicarious experiences factor. Kruskal Wallis H scores did not show statistically meaningful scores for teaching experiences effect on mastery experiences and verbal persuasion. On the other hand, Emotional and psychological states have statistically significant effect on sources of self-efficay [H(1218)=7,198; p<.05]. The items emphasize “negative feelings like anxiety, sadness. Location did not show any statistically significant differences on total scores of self-efficacy sources and also four factors of it. Female classroom teachers are affected by verbal constructive/positive feedbacks on their profession than male classroom teachers schools administrators can use the finding to motivate them. Verbal persuasion can be used to create high expectations from themselves and recognize their educational products. The higher teaching experiences teachers have the lowest worries they have. Teachers in induction stage of teacher career cycle could be supported to decrease about their emotional-physiological concerns on teaching to support self-efficacy sources.Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışmanın amacı sınıf öğretmenlerinin öz-yeterlik kaynaklarını kendi aldı ve deneyimlerini ifade etmelerine bağlı kalarak ortaya koymaktır. Öz-yeterlik kaynaklarının 4 boyutu ve toplam puanlarının çeşitli değişkenlere göre incelenmiştir.  Bağımsız değişkenler cinsiyet, öğretmenlik deneyimi, görev yapılan il olarak belirlenmiştir. Performans başarıları olarak da ifade edilebilen doğrudan deneyimler, dolaylı deneyimler, sözel ikna ve duygusal ve psikolojik durum köz-yeterlik kaynaklarının boyutlarıdır.  Nicel tarama araştırması olan bu çalışmada Uygun Örneklem kullanılmıştır. Öz-yeterlik öğretim yöntemleri, meğitim materyalleri, okul altyapısı gibi birçok faktörden etkilendiğini alanyazın desteklemektedir. Bu nedenle farklı iki ilde bu çalışmayı gerçekleştirmek amaçlanmıştır. Toplam 128 gönüllü sınıf öğretmeni çalışmaya katılmıştır. Katılımcıların 69’u kadın (%53,9), 59’u erkektir. (%46,1).Mann Whitney U testi sonuçlarına göre [U1(3512)=-2,183; U2(3221)=-2,283; p<.05] Kadın sınıf öğretmenleri erkek sınıf öğretmenlerinden istatistiksel olarak anlamlı dolaylı yaşantılar ve sözel ikna boyutlarında daha yüksek puanlar almıştır. Öğretmenlik deneyiminde fizyolojik ve duygusal durum boyutta toplam öz-yeterlik boyutlarının genel toplamında istatistiksel olarak anlamlı bir ilişkisi bulunmamıştır. Kruskal Wallis H puanları performans başarıları ve sözel ikna boyutlarında anlamlı bir ilişki bulunmamıştır. fizyolojik ve duygusal durum öğretmenlik deneyimiyle ilişkili bulunmuştur [H(1218)=7,198; p<.05]. Bu boyutun maddeleri incelendiğinde endişe, korku, gibi olumsuz Kabul edilebilecek durumların öğrenme ortamında yaşanmasının deneyimle azaldığı sonucuna varılabilir. Kadın sınıf öğretmenleri sözel ikna boyutundan istatistiksel olarak anlamlı bir şekilde etkilenmekte olduğundan okul yöneticileri/müdürlerin sözel iknayı öğretmenlerin motivasyonunu artırmada kullanabileceği düşünülebilir. Bu durumun öz-yeterlik kaynaklarını destekleyerek etkili bir öz-yeterlik hissiyle eğitim çıktıları desteklenebilir. Öğretmenlik deneyimi ve arttıkça öğretmenlerin öğrenme ortamında kaygılarının azaldığı belirlenmiştir. Mesleğine yeni başlayan öğretmenlerin duygusal-fizyolojik boyutta kaygıları olduğu çalışmanın bulguları arasındadır ve bu dönemdeki öğretmenlere motivasyon arttırıcı destekler verilebilir.

scholarly journals The Comparison of Students’ Perceived Levels of Self-Efficacy in Live, Online and Live Online Courses

2021 ◽  
Vol 3 (1) ◽  
pp. 47-54
Author(s):  
Tarosh Wangwongwiroj ◽  
Pratchayapong Yasri
Keyword(s):  
Self Efficacy ◽  
Online Courses ◽  
Verbal Persuasion ◽  
Online Questionnaire ◽  
Significance Level ◽  
Psychological States ◽  
Face To Face ◽  
Mastery Experiences ◽  
The Mean ◽  
Vicarious Experiences

Education during COVID-19 pandemic has been greatly disrupted. While live courses where students meet face-to-face in classrooms are physically limited, online courses become more popular where students learn from pre-recorded videos at their own pace. In contrast, live online courses are learning modes where students and teachers meet via webinar tools such as zoom, skype, google meet, webex, teams, to name a few. This study compared students’ perceived levels of self-efficacy in these three different settings. Self-efficacy is defined as belief in one’s own ability to accomplish a task, which can be influenced by mastery experiences, verbal persuasion, vicarious experiences, and physiological states. An online questionnaire with 12 closed-ended statements based on a 5-Likert scale was developed, representing the four factors in the three modes of learning. A total of 105 voluntary responses were received. Statistical differences in the mean scores were determined by a paired sample t-test. The results at the significance level of 95% showed that the mean score of mastery experiences was the greatest in live courses (4.5), followed by live online (4.4) and online courses (3.3). The same was observed in vicarious experiences where live courses gained the greatest mean (4.5), followed by live online (4.3) and online courses (1.7). The means of verbal persuasion between live (4.5) and live online courses (4.3) did not differ significantly, but the lowest was in online courses (1.6). Interestingly, the reverse trend was found in psychological states in which the greatest was found in online (4.7), followed by live online (4.5) and live courses (3.6). The analysis above was based upon students who had no technical difficulties to access live online courses. However, this may not be applicable to contexts where internet connect is problematic. For educational implications, the findings revealed that live online courses are proven to be the most appropriate mode of learning during the pandemic. In contrast, online courses are associated with lower levels of mastery experiences, vicarious experiences, and verbal persuasion perceived by learners; whereas live courses lowered psychological states.

scholarly journals Vietnamese Young Graduate Employees’ Evaluation of Sources of Self-efficacy at Work

2019 ◽  
Vol 12 (1) ◽  
pp. 46-54
Author(s):  
Thi Hong Thai Bui ◽  
Thi Anh Thu Nguyen ◽  
Thi Mui Nguyen
Keyword(s):  
Self Efficacy ◽  
Quality Of Work Life ◽  
Viet Nam ◽  
Emotional States ◽  
Verbal Persuasion ◽  
Economic Changes ◽  
Factors Affecting ◽  
Doi Moi ◽  
Mastery Experiences ◽  
Vicarious Experiences

Background:Self-efficacy at work is considered to be one of the factors affecting employees’ quality of work life and professional development. Understanding the sources of employees’ self-efficacy at work is essential, especially in the context of Viet Nam’s Doi Moi (Renovation) policy that has led to wide-reaching socio-economic changes in Viet Nam, including the workplace over the past 30 years.Methods:This article is based on a quantitative study of 166 Vietnamese graduates with less than 2-year working experience at their organizations, followed by 11 interviews. The study seeks to demonstrate their evaluation of the sources of self-efficacy at work.Findings:The results show that “physiological and emotional states”, “vicarious experiences” and “verbal persuasion” have a significantly positive correlation with self-efficacy at work while no remarkable association is observed for “mastery experiences”. In addition, the content of the interviews further clarifies the above-mentioned results.Conclusion:The findings suggest the important role of cultural-social factors and the characteristics of the workforce in Viet Nam in interpreting employee’s self-efficacy.

scholarly journals Strategies for Improving Self-Efficacy: A Qualitative Analysis of Detroit’s Downtown Boxing Gym

2019 ◽  
Vol 14 (1) ◽  
pp. 165-181 ◽  
Author(s):  
Amanda Sommerfeld Case ◽  
N. Keita Christophe
Keyword(s):  
Public Schools ◽  
Students Of Color ◽  
Self Efficacy ◽  
Positive Development ◽  
Verbal Persuasion ◽  
Underserved Students ◽  
Peer Modeling ◽  
Detroit Public Schools ◽  
Mastery Experiences ◽  
Vicarious Experiences

Structural inequalities present throughout U.S. public schools are known to contribute to the significant achievement gaps that persist between lower-income students of color and their more financially secure, White peers. Because of this, community programs have been identified as places where typically underserved students can receive the support required for positive development and academic achievement. The current study used qualitative methods to explore how one community program, Detroit’s Downtown Boxing Gym, fosters self-efficacy in school-aged youth from Detroit Public Schools. Focus group participants reported they are indeed experiencing increases in self-efficacy as a result of the mastery experiences, vicarious experiences, and verbal persuasion they receive at the gym. Specific recommendations for how other programs might foster self-efficacy, including establishing a program climate where students feel cared for, ensuring program staff truly believe students can be successful, identifying opportunities for students to have mastery experiences, and utilizing peer modeling, are discussed.

Effects of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy

2014 ◽  
Vol 6 (2) ◽  
pp. 38-52 ◽  
Author(s):  
Heather A. Holbrook ◽  
Katherine S. Cennamo
Keyword(s):  
Self Efficacy ◽  
Emotional Arousal ◽  
Performance Outcomes ◽  
High Fidelity ◽  
Verbal Persuasion ◽  
Training Simulator ◽  
Virtual Training ◽  
Personal Performance ◽  
Vicarious Experiences ◽  
And Task

Perceptions of one's ability to perform a task, or self-efficacy, is one aspect of the multifaceted nature of an individual's identity. It is generally accepted that having a high perceived self-efficacy about a certain task can lead to positive performance outcomes. Bandura (1977) has suggested that efficacy influences and expectations can come from four sources: personal performance accomplishments; vicarious experiences; verbal persuasion; and emotional arousal. Trainers and training agencies use a variety of simulations and simulators to provide learners with valuable and necessary training experiences. This mixed methods study explored the influence of one high-fidelity virtual training simulator on the learners' self-efficacy. Participants in this study were recruits enrolled in a law enforcement academy. Data were collected through pre- and post-simulation-use surveys that combined general self-efficacy questions (Schwarzer & Jerusalem, 1995) and task-specific self-efficacy questions (Bandura, 1977, 1997, 2006; Bandura, Adams, Hardy, & Howells, 1980), observations of participants using the simulator, and post simulator interviews. The most prominent theme that emerged from the data was emotional arousal due to the realism of the virtual environment. Emotional arousal seemed to impact both their perceived self-efficacy and task performance; yet, despite the variety of emotional arousal they experienced, the participants perceived their training in the high-fidelity virtual training simulator as valuable.

scholarly journals Montessori Junior High School Students’ Perceptions on Their Self-Efficacy in Reading

2019 ◽  
Vol 8 (2) ◽  
pp. 26-37
Author(s):  
Niko Albert Setiawan ◽  
Ouda Teda Ena
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Junior High ◽  
Verbal Persuasion ◽  
School Students ◽  
Psychological States ◽  
Teaching Learning ◽  
The Impact

Montessori approach deals with learning in independence and liberty. This way of learning requires students to explore information based on their learning interest. Therefore, reading has become one of the keys in learning successfully in a Montessori school. Moreover, the impact of self-efficacy on the learning outcomes has been explored in the educational psychology as a field of study. This study inspects students’ self-efficacy perceptions and their factors in reading comprehension in a Montessori Junior High School registered in 2018-2019 academic year. It is located in Yogyakarta, Indonesia. English is the main language used in the teaching-learning process in the school. The study is conducted by using mixed method. Findings are based on the 27 close-ended questions and three open-ended questions obtained from the students in grade seven and eight. In analyzing the results, concurrent triangulation strategy is applied. The results show that the students have positive self-efficacy perceptions on their reading (Average= 3.449/5), especially in reading, explaining, summarizing texts and comprehending the graphics found in the text without the guidance of their teachers. Their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states.

scholarly journals Creating Self-Efficacy In Internal Auditors For Information Technology Audits: An On-The-Job Training Perspective

2014 ◽  
Vol 18 (3) ◽  
pp. 213 ◽  
Author(s):  
Nitaya Wongpinunwatana ◽  
Patcharamai Panchoo
Keyword(s):  
Information Technology ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Verbal Persuasion ◽  
Internal Auditor ◽  
Internal Auditors ◽  
Mastery Experiences ◽  
Research Findings ◽  
And Performance ◽  
It Audit

The objective of this study is to investigate how to create self-efficacy in internal auditors for information technology (IT) audits. This research conducts a case study to demonstrate that eight constructs affect internal auditor self-efficacy and performance. These constructs are personal factor, behavioral factor, environmental factor, verbal persuasion, emotional arousal, mastery experiences, modeling, and efficacy in an IT audit. This research applies social cognitive and motivational theories and analyzes these theories with the data collected from participants working at two telecommunication and two agricultural companies. The results indicate that the eight constructs affect self-efficacy and trainee performance. A model of creating self-efficacy in IT audit training for internal auditors is proposed from the research findings. Audit managers may consider using the modeling to boost self-efficacy in internal auditors for IT audits.

scholarly journals Examining the sources of self-efficacy among instrumental music teachers

2019 ◽  
Author(s):  
◽  
Bradley James Regier
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
Effective Teaching ◽  
Instrumental Music ◽  
Self Efficacy ◽  
Music Teachers ◽  
Physiological State ◽  
Instrumental Music Teachers ◽  
Mastery Experiences ◽  
Vicarious Experiences

This dissertation comprises three projects that were designed to investigate the extent that mastery experiences, verbal persuasions, vicarious experiences, and physiological state contribute to instrumental music teachers' self-efficacy. The first investigation was a review of the literature about self-efficacy and its sources among general education teachers, music teachers, and preservice teachers. The second investigation was a survey study of how instrumental teachers' self-efficacy for teaching strategies is influenced by its four sources. Results indicated concert band directors' self-efficacy related the most with mastery experiences, followed by verbal persuasions, physiological state, and vicarious experiences, respectively. Further investigation indicated levels of self-efficacy related with years of experience and self-perceptions of effective teaching. The third investigation was a case study of preservice instrumental teachers' self-efficacy and concerns. Participants' beliefs were most impacted by their familiarity with a setting and perceived success of previous pedagogical experiences. Results from these three projects indicated that instrumental music teachers' self-efficacy (a) is most influenced by the relative success of previous teaching experiences, (b) relates to effective teaching behaviors, and (c) improves with experience and familiarity in a setting.

Putting the Self in Self-Efficacy: Personal Factors in the Development of Early Teacher Self-Efficacy

2021 ◽  
pp. 001312452110625
Author(s):  
Madhu Narayanan ◽  
Jill G. Ordynans ◽  
Amber Wang ◽  
Matthew S. McCluskey ◽  
Nathalie Elivert ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Teacher Educators ◽  
Sense Of Self ◽  
Early Career ◽  
Personal Factors ◽  
Verbal Persuasion ◽  
Qualitative Research Design ◽  
Mastery Experiences ◽  
Teacher Self Efficacy ◽  
K 12

The factors that influence the construction of a teacher’s sense of self-efficacy are complex. The authors used a qualitative research design to explore the reflections of a sample of 25 K-12 early career teachers as they made sense of their own abilities. The results show that theorized sources of self-efficacy—mastery experiences, vicarious experiences, and verbal persuasion—all remain important but are interpreted through each participant’s unique background and conception of identity. Teacher Self-Efficacy emerged as a construct that both influenced and was influenced by this collection of individual factors. This study provides insight into how each teacher’s unique experiences interact dynamically with school environments and personal stories to shape their sense of self-efficacy. The findings can influence how new teachers are supported by coaches and teacher educators to build the confidence and motivation necessary to persist through the challenges of teaching.

Teaching Self-Efficacy

2017 ◽  
Author(s):  
David Morris
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Affective States ◽  
Sources Of Information ◽  
Ample Evidence ◽  
Sense Of Efficacy ◽  
Mastery Experiences ◽  
Vicarious Experiences ◽  
Stress Fatigue

Teaching self-efficacy refers to the beliefs that teachers hold about their instructional capabilities. According to Bandura’s social cognitive theory, individuals develop a sense of efficacy by attending to four sources of information: mastery experiences (i.e., performance attainments), vicarious experiences (i.e., observing social models), social persuasions (i.e., messages received from others) and physiological and affective states (e.g., stress, fatigue, mood). Personal and contextual factors also play a role in the development of teaching self-efficacy. Understandings of teaching self-efficacy, its sources and its effects, have been limited by poor conceptualizations and methodological shortcomings. Nonetheless, researchers have provided ample evidence that teachers with a high sense of efficacy tend to be more psychologically healthy and effective than teachers who doubt their capabilities.

scholarly journals Strength and sources of self-efficacy beliefs by physical education student teachers

2014 ◽  
Vol 20 (2) ◽  
pp. 143-150
Author(s):  
Roberto Tadeu Iaochite ◽  
Samuel de Souza Neto
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Self Efficacy ◽  
Education Student ◽  
Sources Of Information ◽  
Demographic Questionnaire ◽  
Mastery Experiences ◽  
Teacher Self Efficacy ◽  
Vicarious Experiences ◽  
Social Persuasion

In the teaching domain, self-efficacy (SE) is related to teachers' judgment about their own ability to achieve learning outcomes and student engagement. SE is formed by four sources of information: mastery experiences, vicarious experiences, social persuasion, and psychophysiological states. We measured and analyzed SE and its sources for teaching physical education. Student teachers (n = 114) from three universities responded to two Likert scales - Physical Education Teacher Self-Efficacy Scale and Teacher Self-Efficacy Scale Sources - and a social demographic questionnaire. SE for teaching was classified as moderate, and vicarious experiences and social persuasion were the main sources of information. Results were discussed for future researches related to teaching practices in undergraduate programs as well as in-service teacher training.

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