scholarly journals The Classroom Demands and Teacher Self-Efficacy in On-Site and Online Teaching

2022 ◽  
Author(s):  
Diana Sînziana Duca ◽  
◽  
Maria Doina Schipor ◽  

We investigate in this work the relationship between the perceived demands of the teaching profession and the general sense of teachers’ self-efficacy in on-site and online teaching contexts. We present the results of a study with N= 127 Romanian teachers, with ages ranged from 19 to 55, with a mean age of 39,26 years, SD = 9,20 (123 females, 4 males; 73 from urban area, 54 from rural area). Our results show that the self-efficacy of teachers is lower in online professional activities, compared to the self-efficacy of teachers perceived in the on-site professional activities. In the case of the online teaching environment the teachers with high scores on teachers’ self-efficacy tends to consider as being more challenging when dealing with different levels of children's development, working with children with learning disabilities, who have a small number of attendances, who do not follow the received instructions and with children who need more time and energy compared to other children. We discuss implications of our results for policies and strategies to enhance the quality of teaching practices.

Author(s):  
Maria-Doina Schipor ◽  
Diana-Sînziana Duca

We address in this work the relationship between the perceived demands of the teaching profession as they are conceptualized by job demands-resources model and the teachers coping strategies activated in on-site and online teaching. The participants (N=127) were a convenience sample of Romanian teachers. Specifically, we found that the teaching demands are perceived as being more challenging in online environment when teaching involves interacting with talented children, with children with behavioural problems or with abandoned children. Teachers from rural areas perceive the online teaching of talented children more demanding compared to teachers from urban areas and there are correlations between the teachers’ seniority and the teaching demands. The obtained results also showed that some teaching demands in online situation correlate significantly with certain coping strategies (e.g. the positive reappraisal coping strategy is activated by teachers who perceive the different levels of children's development as being challenging in online situation, and the acceptance strategy is used by teachers who resent an increase in teaching workload due to children who disturb the activity in the classroom). These findings are discussed in order to develop strategies to enhance the quality of teaching practices.


2019 ◽  
pp. 481-489
Author(s):  
Alba Souto-Seijo ◽  
Iris Estevez ◽  
Mercedes Gonzalez-Sanmamed ◽  
Patricia Romero

Permanent education has become not only a requirement, but an unavoidable necessity to respond to the requirements of the school, as a precise change for the quality of teaching and teacher training (Imbernón, 2014). The need for a permanent education is driven and/or promoted by the changes that society is generating, simultaneously, in the training and education processes, since the incorporation of ICT in these processes has caused a change in the relationship between the didactic components. Therefore, pedagogical practice must adopt new forms of work that adapt to the new training needs. Consequently, it can be said that education does not remain external to changes and incorporates new media in its didactic relationship, which causes a redefinition of the teacher’s work and, surely of the teaching profession, of its formation and its development professional (Sangrà González Sanmamed, 2011).


2017 ◽  
Vol 10 (7) ◽  
pp. 108 ◽  
Author(s):  
Salama Aqeel Al-mehsin

The present study aimed to reveal the self-efficacy and social skills and their relationship to the quality of decision-making at Prince Sattam bin Abdulaziz University students, and determine the extent of the contribution of self-efficacy and social skills to the quality of decision-making. To achieve this, a questionnaire was built to identify self-efficacy, and a questionnaire of social skills, and a questionnaire of decision- making.The study sample was (560) female students from the College of Education in Prince Sattam bin Abdul Aziz University, the study results indicated that the self-efficacy of the study sample was moderate and that the relationship between self-efficiency and social skills and the quality of decision-making was a positive.The findings revealed that the quality of decision-making interpreted about 81.5% of social skills, and it showed a positive statistically significant effect for the quality of decision-making on social skills, and the quality of decision-making interpreted about 69% of self-efficacy, and results also showed a statistically significant positive impact for the quality of decision-making on self-efficacy.


Author(s):  
Şenol Şen

The purpose of this study was to examine the relationship between preservice teachers' attitudes towards the teaching profession (ATP) and teachers' self-efficacy beliefs (TSEB). In particular, the study aimed to understand the effect of preservice teachers' self-efficacy beliefs (TSEB), age, gender and discipline on their attitudes towards the teaching profession (ATP). The study was conducted with a correlational research design. Sample for the study comprised 157 preservice teachers attending a public university. Attitude Scale towards the Profession of Teaching (ASPT) and the Teachers' Sense of Efficacy Scale (TSES) were used as tools for data collection. The data were analyzed using correlation and multiple regression analysis techniques. The results showed that there were positive and significant relations between the variables selected for the study. Regression analysis revealed that preservice teachers' selfefficacy beliefs (TSEB) have a positive and significant effect on their attitudes towards teaching profession (ATP).


2020 ◽  
Vol 9 (1) ◽  
pp. 3-10
Author(s):  
Nguyen Duc Son

Nowadays, globalization has given birth to various forms of non-traditional education. These forms of education are transcending borders and traversing boundaries of space and time. The evolution of information technology in the context of Industry 4.0 has transformed education rapidly and, at the same time, resulted in new problems. This paper discusses the role, the importance and the relationship between lecturers (in universities) and e-lecturers (in the virtual reality environment) when implementing cross-border education. In addition, the article also mentions the changes of universities, lecturers, curriculums and teaching methods when deploying distance e-learning programs in Industry 4.0. The article uses conceptual model, diagrams and interdisciplinary methods such as education, culture, science and technology to investigate e-lecturers’ concept and provide solutions for improving the capacity of lecturers and the quality of teaching cross-border training programs in universities.


2020 ◽  
Vol 12 (4) ◽  
pp. 69
Author(s):  
EunJu Song

Many patients with alcohol use disorder experienced insomnia or sleep disturbances. However, their sleep problems rarely addressed in the treatment process. It may prove beneficial if treatment programs should intend to help prevent the recurrence of alcohol use disorder by solving patients’ sleep-induced problems and accordingly include appropriate sleep interventions. The present study employed a descriptive design and conducted a cross-sectional survey to assess the relationship among sleep quality, score on the Stages of Change Readiness and Treatment Eagerness Scale (SOCRATES), abstinence self-efficacy, and quality of life in inpatients with alcohol use disorders. Data were collected from June to August 2018, from 117 patients admitted to the psychiatric ward for alcohol-use patients in two mental hospitals in South Korea. Sleep quality was significantly correlated with the SOCRATES score (r = .247, p = .007) and quality of life (r = -.346, p = .001). However, it showed no relationship with abstinence self-efficacy (r = -.066, p = .477). These findings suggest that abstinence programs need to employ a comprehensive approach instead of primarily focusing on maintaining abstinence and cessation of alcohol use. However, both sleep disturbances and alcohol abstinence require patience and prolonged treatment. Thus, it is a challenge to design concrete interventions to address the sleep problems experienced by patients with alcohol use disorder.


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