scholarly journals Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms

2019 ◽  
Author(s):  
Allison Hall
Keyword(s):  
Professional Learning ◽  
Self Efficacy ◽  
Learning Experiences ◽  
Integrating Technology ◽  
Teacher Self Efficacy ◽  
K 12

Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China

2018 ◽  
Vol 47 (6) ◽  
pp. 843-859 ◽  
Author(s):  
Xin Zheng ◽  
Hongbiao Yin ◽  
Zhanglin Li
Keyword(s):  
Instructional Leadership ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Leadership ◽  
Professional Learning ◽  
Self Efficacy ◽  
Mainland China ◽  
Collaborative Activity ◽  
Reflective Dialogue ◽  
Teacher Self Efficacy

The study explored the relationships among instructional leadership, professional learning community components, and teacher self-efficacy in the context of mainland China. Study subjects were 1082 elementary school teachers participating in a questionnaire survey. The results showed that instructional leadership had significant effects on the five professional learning community components, four of which, collaborative activity, collective focus on student learning, de-privatized practice, and reflective dialogue, positively predicted teacher self-efficacy. Analysis showed that collaborative activity, de-privatized practice, and reflective dialogue significantly mediated the effects of instructional leadership on teacher self-efficacy. Implications for school leadership and teacher learning are discussed.

scholarly journals The Development of a Scale to Measure Teacher’s Self-Efficacy and Confidence in Teaching Compulsory K-12 Theology Courses

2018 ◽  
Vol 7 (4) ◽  
pp. 92
Author(s):  
Sezai Kocabas ◽  
Burhan Ozfidan ◽  
Lynn M. Burlbaw
Keyword(s):  
Religious Education ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Sense Of Self ◽  
Educational Process ◽  
Religious Groups ◽  
Teacher Self Efficacy ◽  
The Right ◽  
K 12

One of the most important goals of education is to ensure the quality of teaching and learning. Sense of teacher’s self-efficacy affects the quality throughout the contribution to all stakeholders in educational process. The right of religious education is one of the essential rights in the world. Moreover, it has positive effect on the society by helping to improve social relationship. Therefore, teacher self-efficacy belief based on religious groups is critical for stakeholders in religious education as well as other fields. The purpose of this study is to construct an instrument to measure teachers’ sense of self-efficacy related to teaching compulsory K-12 theology courses. The result of the study indicates that the teacher self-efficacy scale towards religious groups is valid and reliable instrument. The instrument is going to be useful to look to peaceful future with confidence.

scholarly journals Validation of the Teaching Mathematical Modeling Self-Efficacy Scale (TMMSS)

2021 ◽  
Vol 11 (3) ◽  
pp. 94-111
Author(s):  
Micah Stohlmann ◽  
Yichen Yang
Keyword(s):  
Mathematical Modeling ◽  
Professional Development ◽  
Self Efficacy ◽  
Mathematics Instruction ◽  
Teacher Preparedness ◽  
Review Of The Literature ◽  
School Based ◽  
The Usa ◽  
Teacher Self Efficacy ◽  
K 12

Mathematical modeling has many possible benefits for students when implemented in K–12  mathematics instruction. When teachers have positive self-efficacy for mathematical modeling it is more likely they will continue to implement it. In order to measure teacher’s self-efficacy in the context of teaching mathematical modeling the development of an instrument specific to mathematical modeling is needed. The purpose of this study was to develop and validate the Teaching Mathematical Modeling Self-Efficacy Scale (TMMSS) as a tool for measuring perceived teacher preparedness for implementing mathematical modeling. The TMMSS was constructed through a thorough review of the literature regarding K–12 mathematical modeling and prior research on the development of teacher self-efficacy instruments. The participants for this study were from the USA. The TMMSS can be useful for evaluation of mathematical modeling professional development and school-based mathematical modeling research.

Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model

2018 ◽  
Vol 54 (4) ◽  
pp. 501-528 ◽  
Author(s):  
Shengnan Liu ◽  
Philip Hallinger
Keyword(s):  
Instructional Leadership ◽  
Teacher Learning ◽  
Professional Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Teacher Professional Learning ◽  
Mediated Effects ◽  
Principal Instructional Leadership ◽  
Teacher Professional ◽  
Teacher Self Efficacy

Background: Empirical evidence increasingly suggests that leadership which motivates, supports, and sustains the professional learning of teachers has a knock-on effect for both student learning and school improvement. The current study was conducted in China, where the workplace learning of teachers is embedded in a strong tradition of school-based, teacher learning practices such as the Master Teacher–Apprentice Bond and Teacher Research Groups. Purpose: The study investigated a mediated-effects model of principal instructional leadership and teacher learning. The model proposed principal time management skills and self-efficacy as antecedents of instructional leadership and teacher self-efficacy as a mediator of principal instructional leadership effects on the professional learning of teachers. Method: Survey data were collected from 3,414 teachers and 186 principals in 186 middle schools in Qingdao, China. Confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the multisource data. Results: The research confirmed a partial mediation model whereby principal instructional leadership evidenced moderate direct and indirect effects on teacher professional learning. Principal time management and self-efficacy exercised small effects on principal instructional leadership. Implications: The research adds to a growing body of research that affirms a positive relationship between principal leadership and teacher professional learning and emphasizes the importance of self-efficacy in shaping educator practice. The authors suggest the timeliness for scholars to undertake systematic reviews of this literature on leadership and teacher professional learning, and offer recommendations for school leadership practice.

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.

Relationship between teacher capacity of professional learning and teacher self-efficacy: Evidence from structural equation modelling

2018 ◽  
Vol 5 (1) ◽  
pp. 141-147
Author(s):  
Liang Huang ◽  
Nicholas Sun-Keung Pang
Keyword(s):  
Professional Learning ◽  
Structural Equation Modelling ◽  
Self Efficacy ◽  
Structural Equation ◽  
Teacher Engagement ◽  
Teacher Capacity ◽  
Equation Modelling ◽  
Teacher Professional ◽  
Teacher Self Efficacy ◽  
The Relationship

When equipped with strong professional learning capacity, teachers are capable of enhancing their efficacy in teaching. However, existing research has seldom revealed how teacher capacity of professional learning influences teacher self-efficacy. This study aims to explore the relationship between teacher capacity of professional learning (TCPL) and teacher self-efficacy (TSE). A convenience sampling methods was used in this study to collect data. Structural equation modelling was employed to analyse and validate the relationship between TCPL and TSE. Results show that teacher professional consciousness positively predicted teacher engagement in experimentation. Teacher professional consciousness positively predicted teacher professional reflection. Teacher engagement in experimentation positively predicted teacher professional reflection. Teacher professional reflection positively influenced TSE. Teacher professional consciousness indirectly predicted TSE through professional reflection. Teacher engagement in experimentation indirectly predicts teacher self-efficacy through professional reflection. Keywords: Teacher capacity, professional learning, professional consciousness, professional reflection, engagement in experimentation, self-efficacy.

scholarly journals Collaborative Curriculum Design in the Context of Financial Literacy Education

2021 ◽  
Vol 14 (6) ◽  
pp. 234
Author(s):  
Boukje Compen ◽  
Wouter Schelfhout
Keyword(s):  
Professional Learning ◽  
Curriculum Reform ◽  
Curriculum Design ◽  
Financial Literacy ◽  
Self Efficacy ◽  
Literacy Education ◽  
Team Meetings ◽  
Teacher Self Efficacy ◽  
Process Factors ◽  
Teacher Design

Financial literacy education is being integrated into school curricula at an increasing frequency. However, the majority of teachers lack the required competencies and teacher self-efficacy to effectively teach financial topics. In this study, we evaluated whether participation in teacher design teams (TDTs) results in high-quality educational materials, encouragement of professional learning, and ultimately, enhanced teacher self-efficacy in the face of pending curriculum reform. We conducted an exploratory multiple-case study in Flanders, Belgium. Data were collected from two TDTs that developed materials aligning with the financial literacy learning standards. We observed the team meetings and conducted interviews with the participating teachers and the team coach. Our results suggest that participation in TDTs supports the three outcome variables that we examined. However, they also revealed that each outcome shows room for improvement. Furthermore, the data provided additional evidence for the importance of meeting several input and process factors that had been previously shown to be essential for effective TDT function.

Sign in / Sign up

Export Citation Format

Share Document