scholarly journals Teachers’ Self-efficacy and Performance in Teaching Literature in the Interest-based Classes at Senior High School

2019 ◽  
Vol 10 (6) ◽  
pp. 1271
Author(s):  
Nurindah Nurindah ◽  
Mansyur Akil ◽  
Basri Jafar
Keyword(s):  
High Schools ◽  
Classroom Management ◽  
Learning Process ◽  
Self Efficacy ◽  
Research Study ◽  
Classroom Observation ◽  
High Confidence ◽  
Teaching Literature ◽  
And Performance

Teacher’s self-efficacy is a specific phenomenon that can be seen as one of the contributors to the process of learning and effective teaching. Teacher self-efficacy was investigated at two Senior High Schools (SMAN 1 and SMAN 2) in Kendari, and proved its importance in the interest-based classes at senior high schools in Kendari. Findings revealed two major methods employed in the research study: 1) interviews conducted in the form of an open interview with 5 teachers; and 2) observation was focused on teachers teaching materials, classroom management, as well as the enthusiasm of the teacher during the learning process takes place. Based on the finding, this study argues that teachers have high confidence in their ability to teach literature because they ascribe high value to their performance. However, the self-efficacy of teachers did not have an impact when applied in practice. In the classroom observation, these elements generally did not show up. This shows that the dependence of teachers on textbooks is not accompanied by an increase in the ability of teachers to ask questions to the students during the learning process, so that the high self-efficacy of teachers does not produce learning achievement is high. This goal can be achieved by giving more opportunities and experiences for teachers to improve the quality of learning.

scholarly journals Self-efficacy and Clinical Performance of Nurses Initiated and Management of Antiretroviral Therapy: Narrative Review

2019 ◽  
Vol 12 (1) ◽  
pp. 86-93
Author(s):  
Nozuko Glenrose Mangi ◽  
Daniel Ter Goon ◽  
Elizabeth Matsidiso Yako
Keyword(s):  
South African ◽  
Self Efficacy ◽  
Clinical Performance ◽  
Future Studies ◽  
Negative Effect ◽  
African Context ◽  
Professional Nurses ◽  
And Performance ◽  
Mentoring Support

Introduction: Self-efficacy plays a major role in the behaviour of a human being by how he/she approaches a goal, task or a challenge so that a desired level of performance is produced. The objective of this paper is to review and analyse literature on self-efficacy and clinical performance among professional nurses regarding quality of care in implementation of NIMART programme. Methodology: A literature review was conducted using online resources. Search engines included EBSCO, Google Scholar, Medline, PubMed, Psych info and BIOMED Central articles and journals published between 2007 and 2017. Relevant papers on self-efficacy and clinical performance regarding the implementation of NIMART programme in South Africa were analysed. Results: 278 papers were identified and 22 eligible papers were selected for analysis. Reviewed literature exhibited that self-efficacy is very crucial in the clinical performance of nurses in the implementation of NIMART. Self-efficacy helps to predict motivation and performance of individuals. Lack of mentoring, support and exposure to clinical practice had negative effect on nurse’s self-efficacy. Conclusion: Given the paucity of information on self-efficacy and clinical performance of NIMART in the South African context, future studies are warranted to gain more understanding of self-efficacy in the clinical performance of professional nurses.

scholarly journals Upaya meningkatkan motivasi dan kinerja guru

2018 ◽  
Vol 3 (2) ◽  
pp. 90
Author(s):  
Supriadi Supriadi
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Role Models ◽  
Teacher Motivation ◽  
Professional Competence ◽  
Teacher Performance ◽  
Research Subject ◽  
Student Role ◽  
And Performance

<p><em>In order to carry out their duties and responsibilities, a teacher is required to have certain abilities and skills. These abilities and skills are part of the teacher's professional competence. To make the teacher as a professional, it is necessary to carry out continuous and continuous coaching, and to make the teacher a workforce that needs to be considered, valued and recognized for professionalism. Teacher performance will be good if the teacher has done the elements that consist of loyalty and high commitment to the task of teaching, mastering and developing learning materials, discipline in teaching and other assignments, creativity in teaching, collaboration with all school members, leadership that student role models, good personality, honest and objective in guiding students, and responsibility for their duties. In addition to performance, the motivation of teachers to carry out their duties and responsibilities is also important for efforts to improve the learning process that will improve the quality of graduates in the school. This research is a school action research subject of 12 teachers. This study consisted of two cycles. The results of the study show that the supervision of the principal can increase teacher motivation and performance in SD Negeri 04 Talaok, District of Bayang, South Coastal District.</em></p>

scholarly journals CLASSROOM MANAGEMENT: LEARNERS’ MOTIVATION AND ORGANIZE THE LEARNING ENVIRONMENT OF PAI

2018 ◽  
Vol 4 (2) ◽  
pp. 273
Author(s):  
Sulaiman Sulaiman
Keyword(s):  
Learning Environment ◽  
Classroom Management ◽  
Learning Process ◽  
Learning Motivation ◽  
Management Skills

<p><em>Classroom management is the key to success and improves the quality of PAI learning in the classroom. Learners are potential classes who can be utilized through effective classroom management. Teachers are required to have classroom management skills to optimize the PAI learning process in the classroom effectively. Conducive, challenging and inspiring classroom situations can develop PAI learning motivation. This is the positive implication of effective classroom management on PAI learning.</em><em></em></p>

scholarly journals Investigation of relationship between high school teachers' self- efficacy perceptions and job satisfaction

2020 ◽  
Vol 15 (6) ◽  
pp. 1464-1479
Author(s):  
Battal Göldağ
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High Schools ◽  
Classroom Management ◽  
High School Teachers ◽  
Self Efficacy ◽  
Short Form ◽  
School Teachers ◽  
Satisfaction Scale ◽  
Teacher Self Efficacy

This research aims to determine the relationship between self-efficacy perceptions and job satisfaction of teachers working in high schools. The universe of the research is composed of the teachers working in high schools in Malatya Battalgazi and Yeşilyurt districts in the fall semester of the academic year 2019-2020. Simple random sampling method has been used for sample selection. In our study, the “Teacher Self-Efficacy Scale” and the short form of the adapted “Minnesota Job Satisfaction Scale” have been used. According to the new results we obtained in our research; teachers' job satisfaction is at a moderate level; self-efficacy perceptions are quite sufficient. There is a moderately significant positive correlation between self-efficacy levels perceived by teachers, self-efficacy levels of student participation, classroom management self-efficacy levels, teaching strategies self-efficacy levels, general job satisfaction levels, internal satisfaction levels and external satisfaction levels.   Keywords: Self-efficacy, Teacher Self-Efficacy, Job Satisfaction, High School Teachers;

Eficácia na Sala de Aula: Autoavaliação de Professores de Uma Escola Pública

2017 ◽  
Vol 18 (3) ◽  
pp. 239
Author(s):  
Fabio Luiz Da Silva ◽  
Fabiane Tais Muzardo ◽  
Ana Luiza Silva Suzuki ◽  
Carlos Eduardo Guimarães da Silva ◽  
Danielle Santos
Keyword(s):  
Public School ◽  
Classroom Management ◽  
Self Efficacy ◽  
Instrument Design ◽  
Classroom Teachers ◽  
Research Project ◽  
Research Instrument ◽  
The City ◽  
Dynamic Research

As estratégias utilizadas pelos professores, em sala de aula, podem colaborar para a qualidade do ensino ofertado. Nesse sentido, a pesquisa buscou entender quais estratégias os professores de uma escola pública, localizada no município de Londrina, Paraná, consideram mais eficazes e a frequência com que as praticam. Para isso, tais professores responderam a um instrumento de pesquisa, no qual deveriam se posicionar quanto a sua prática em sala de aula. O diferencial desse estudo, contudo, está no fato de que tanto a confecção do instrumento de pesquisa, como sua aplicação e análise, foram realizadas por alunos de um projeto de Iniciação Científica Júnior, matriculados na mesma escola, em que lecionam os professores participantes. Trata-se, portanto, de dois projetos que correram simultaneamente: um projeto de pesquisa e um projeto de extensão. Quanto à participação dos alunos no projeto, houve significativa evasão. Dos catorze que iniciaram, apenas três concluíram as atividades. Acredita-se que essa evasão tenha relação com a necessidade de leituras e discussões teóricas, em um cenário em que os alunosacreditam que a pesquisa se baseia, novamente, em atividades práticas e, portanto, mais dinâmicas. Quanto aos dados coletados no instrumento de pesquisa, pode-se perceber que existe um otimismo dos professores em relação às estratégias empregadas em sala de aula.Palavras-chave: Ensino. Autoeficácia. Iniciação Científica. Gestão da Sala de AulaAbstractStrategies used by classroom teachers can contribute to the quality of offered teaching. In this sense, this research aimed to understand what strategies teachers from a public school located in the city of Londrina, Paraná, consider more effective and the frequency they practice the same. For this, the teachers answered a research instrument, in which they had to state their position on the matter of their practice in the classroom. The differential of this study, however, lies in the fact that both in the research instrument design and its application and analysis were carried out by students of a Junior Scientific Initiation project enrolled in the same school as the participating teachers. They are, therefore, two projects that ran simultaneously: a research project and an extension project. As for the participation of students in the project, there was significant dropout. Of the fourteen who started, only three concluded the activities. It is believed that this evasion is related to the need for reading and theoretical discussions, in a scenario in which students believe that it is a practical, and therefore more dynamic, research. As for data collected in the research instrument, one can see that there is an optimism of teachers in relation to the strategies used in the classroom.Keywords: Teaching. Self-Efficacy. Scientific Initiation. Classroom Management

scholarly journals Effect of a Simulation-Based Handover Education Program for Nursing Students: A Quasi-Experimental Design

2021 ◽  
Vol 18 (11) ◽  
pp. 5821
Author(s):  
Da-Hye Lee ◽  
Eun-Ju Lim
Keyword(s):  
Nursing Students ◽  
Experimental Design ◽  
Education Program ◽  
Self Efficacy ◽  
Simulation Based ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance ◽  
Handover Performance

Nursing handover facilitates the continuity of nursing and ensures patient safety and quality of care. This study aimed to evaluate the effectiveness of a handover education program by assessing handover knowledge, self-efficacy, and handover performance competency. A group pretest–post-test quasi-experimental design was used. Thirty 4th-year Korean nursing students participated in a handover education program comprising a lecture and simulation training using a high-fidelity simulator. The average level of handover knowledge was 4.63 ± 1.61 before the program and 5.83 ± 0.95 after (t = −3.71, p = 0.001). Meanwhile, the average self-efficacy score was 3.35 ± 0.57 before the program and 3.90 ± 0.60 after (t = −5.65, p < 0.001). Further, the average handover performance competency was 1.75 ± 0.25 before the program and 2.37 ± 0.21 after (t = −12.08, p < 0.001). The simulation-based handover education intervention was effective in improving knowledge, self-efficacy, and performance competency of nursing students. This intervention can provide an effective method of improving nursing students’ handover skills prior to entering clinical practice.

scholarly journals PEMBUATAN PERTANYAAN AWAL PADA KEGIATAN PRABACA UNTUK MENINGKATKAN KEMAMPUAN MEMBACA INTENSIF

Diksi ◽  
2015 ◽  
Vol 17 (1) ◽  
Author(s):  
Sumarwati ◽  
Purwadi
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Research Study ◽  
Effective Learning ◽  
Learning Procedure ◽  
Action Research Study ◽  
Intensive Reading ◽  
Reading Activities ◽  
Answering Questions

This study aims to improve the quality of the process and product ofintensive reading learning through the use of pre-questions in pre-readingactivities. This study was an action research study conducted in three cycles. Theparticipants were Year VIII students of Class C of SMP Penda Mojogedang,Karanganyar Regency. The results showed that there was an improvement in thepercentage of the students capable of formulating pre-questions, carrying outintensive reading activities appropriately, answering questions correctly with apercentage of 70% at the minimum, and showing active and motivated attitudesduring the learning process. The effective learning procedure was as follows. Thestudents browsed the text, formulated pre-questions with question words 5W +1H, memorized the pre-questions, read the text intensively to find the answers tothe questions, and formulate the answers orally and in writing.Keywords: intensive reading, pre-reading, pre-question

scholarly journals IMPLEMENTASI STANDAR PROSES DALAM KURIKULUM 2013 DI SEKOLAH DASAR

2019 ◽  
Vol 8 (2) ◽  
pp. 182
Author(s):  
Ndaru Mukti Oktaviani ◽  
Isnaini Wulandari
Keyword(s):  
Elementary Schools ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Learning Process ◽  
Assessment Process ◽  
Assessment Instruments ◽  
Public Elementary Schools ◽  
Management Aspect

The curriculum 2013  is one of the policies of the Indonesian government in improving the quality of human resources through education  that is adjusted  to the needs of the community. Changes in the learning process in the  curriculum 2013 have an impact on the readiness of teachers to implement it. Based on the results of the FGD conducted with elementary school teachers in the Kuningan region, it was stated that most of the teachers still had difficulties in implementing the learning process that was in accordance with the learning process of the 2013 curriculum. This statement should be explored further on what were the causes of teacher difficulties in applying the learning process in accordance with  the  curriculum 2013. Therefore it is necessary to conduct research on the implementation of standard processes in the  curriculum 2013 in elementary schools. The research method used in this study is case study. The study was conducted at public elementary schools located in Kuningan Regency, namely SD Negeri Dukuhdalem, Japara District, SD Negeri 1 Manislor, Jalaksana District, and SD Negeri 1 Purwawinangun, Kuningan District. There are two types of research instruments used, namely observation sheets and interview guides. The results of the study note that the main obstacle in carrying out the syllabus in the curriculum 2013 is the lack of socialization in changing syllabus content, teachers have difficulty in making lesson plans, especially to include activities that are in accordance with the scientific approach, there is a gap between the material needed and the source of material in the book. provided, in the classroom management aspect the obstacle faced is the teacher's lack of readiness to follow changes in the learning process in the  curriculum 2013, the teacher is still unable to carry out the demands of the learning process that is in accordance with the  curriculum 2013 in the assessment process, most teachers complained about the complexity of the assessment process. The obstacle often faced by teachers was that the assessment instruments were still limited

scholarly journals Exploring the Self-Efficacy and Perceptions of Virtual Mentoring of Teachers Participating in a New Teacher Induction Program

2020 ◽  
Author(s):  
Katie Peila
Keyword(s):  
Classroom Management ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Self Efficacy ◽  
New Teacher ◽  
Moderate Degree ◽  
New Teacher Induction ◽  
Virtual Mentoring ◽  
Induction Program ◽  
And Performance

Teacher turnover is an issue plaguing states and districts around the country, particularly among novice teachers. Research indicates that strong induction and mentoring programs can provide novice teachers with critical support and guidance as they make the transition from the pre-service environment to the professional workforce resulting in higher levels of self-efficacy and performance. Teachers with high self-efficacy exhibit more enthusiasm and persistence and higher levels of organizational commitment. While there is a considerable amount of research on traditional, face-to-face new teacher induction (NTI) programs, there are few studies that investigate the integration of technology for a virtual experience. This study sought to explore quantitative measures of teachers' self-efficacy and the perceptions of novice teachers engaging in virtual mentoring in the context of a NTI program. Results of the survey indicate that participants (n = 67) reported a moderate degree of confidence in their ability to satisfactorily accomplish tasks within their classrooms. The scale is comprised of three subscales: Student Engagement, Instructional Strategies, and Classroom Management. The participants indicated a higher self-efficacy in Classroom Management than in any of the other subscales. Several themes emerged from the qualitative data highlighting the importance of the frequency, quality, and content of teachers' interactions with their mentors. This study contributes to the existing literature on virtual mentoring and explores how the experience can provide teachers with an opportunity to cultivate self-efficacy.

scholarly journals Vicarious learning in the translation classroom: how can it influence students’ self-efficacy beliefs?

2019 ◽  
Vol 5 (1) ◽  
pp. 92-113
Author(s):  
María del Mar Haro Soler
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Research Study ◽  
Classroom Observation ◽  
Methodological Approach ◽  
Efficacy Beliefs ◽  
Vicarious Learning ◽  
Collaborative Learning Environment ◽  
Translator Education

This action research study aims to analyse the ways in which vicarious learning, one of the sources of self-efficacy beliefs according to Social Cognitive Theory, can materialise in the translation classroom. To achieve this aim, a mixed methodological approach was adopted based on the following techniques: the interview, the survey, classroom observation and focus groups. Results show that vicarious learning took place in the translation classroom where this study was performed both through the students’ comparison with professional translators and between peers. More particularly, a collaborative learning environment and practices such as the presentation of translation projects by the students, role-plays or discovering the careers of previous graduates favoured vicarious learning and thus positively influenced the participant students’ self-efficacy beliefs, according to their perception. The results obtained contribute to shedding light on some ways to incorporate students’ self-efficacy beliefs in translator education, satisfying the need underlined by several authors.

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