scholarly journals Teaching-Learning Process Self-Efficacy Beliefs Scale (TLPSEBS) for Academic Staff: A Scale Development Study

2020 ◽  
Vol 6 (1) ◽  
pp. 47-56
Author(s):  
Mutlu Uygur ◽  
Tuğba Yanpar Yelken
Keyword(s):  
Scale Development ◽  
Learning Process ◽  
Self Efficacy ◽  
Academic Staff ◽  
Efficacy Beliefs ◽  
Development Study ◽  
Teaching Learning

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

Factors impacting on accounting academics’ motivation and capacity to adapt in challenging times

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nicola Beatson ◽  
Paul de Lange ◽  
Brendan O'Connell ◽  
Meredith Tharapos ◽  
Jeffrey K. Smith
Keyword(s):  
Student Motivation ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
International Student ◽  
Academic Motivation ◽  
Job Insecurity ◽  
Academic Staff ◽  
Efficacy Beliefs ◽  
Content Type ◽  
Online Technologies

Purpose The purpose of this paper is to consider what factors influence the ability of academic staff to remain motivated and to persist in their work environment during the COVID-19 pandemic. Tinto’s (2017) model of student motivation and persistence is reconceptualised to apply to the academic staff by considering their self-efficacy beliefs, sense of belonging and perceptions of career relevance on their motivation levels and adaption to a new environment. Design/methodology/approach Utilising Tinto’s (2017) reconceptualised model for academics, this study provides insights into motivation and capacity to adapt during the COVID-19 pandemic. This paper presents observations and reflections from five academics from three universities across two countries in relation to self-efficacy, sense of belonging and perception of career relevance. Findings The findings of this study state that self-efficacy beliefs, a sense of belonging and perceptions of career relevance combine to drive both academics’ motivation levels and their ability to adapt to the changing landscape. Self-efficacy was influenced by factors such as struggles with adaptation to new online technologies and researching and teaching in a virtual environment. Academics’ sense of belonging was found to be challenged in unprecedented ways because of physical isolation and sometimes unfavourable home working environments. Perceptions of career relevance were found to be challenged by adverse developments such as reduced promotional opportunities, cuts in resourcing and job insecurity. Originality/value This paper makes three important contributions. First, Tinto’s (2017) model of student motivation and persistence is extended to examine academic motivation, adaption and persistence. Second, the model is applied to a crisis where staff face greater strain in maintaining connection to their colleagues and their university. Third, the influence of the COVID-19 crisis is examined by using the reconceptualised Tinto (2017) model in the context of accounting, as accounting international student enrolments and associated revenue streams have been impacted significantly more than those of many other disciplines.

Integrating Technological Innovations to Enhance the Teaching-Learning Process

2017 ◽  
pp. 1476-1504
Author(s):  
Judi Simmons Estes ◽  
Amber Dailey-Hebert ◽  
Dong Hwa Choi
Keyword(s):  
Technology Integration ◽  
Learning Process ◽  
Self Efficacy ◽  
Computer Literacy ◽  
New Technologies ◽  
Knowledge And Skills ◽  
Instructional Processes ◽  
Teaching Learning ◽  
K 12 ◽  
Technology In Instruction

Virtual reality is one of the latest technologies to be integrated into the teaching-learning process and it holds significant potential to enhance instructional processes and impact student learning. Historically, technology integration for instruction has been initiated primarily within institutions of higher education, while K-12 integration has been gradual to become part of mainstream education. Likewise, as teachers play a pivotal role in the process of technology integration, it is imperative to train teachers not only in computer literacy, but also in the requisite technological knowledge and skills needed to use technology in instruction. Furthermore, such training should be accompanied by support for teachers in developing a pedagogy and self-efficacy for technology integration. Self-efficacy can also serve as a foundation of motivation for teachers to keep abreast of new technologies and to determine how and when to use such emergent tools to enhance instruction.

Integrating Technological Innovations to Enhance the Teaching-Learning Process

2016 ◽  
pp. 708-736
Author(s):  
Judi Simmons Estes ◽  
Amber Dailey-Hebert ◽  
Dong Hwa Choi
Keyword(s):  
Technology Integration ◽  
Learning Process ◽  
Self Efficacy ◽  
Computer Literacy ◽  
New Technologies ◽  
Knowledge And Skills ◽  
Instructional Processes ◽  
Teaching Learning ◽  
K 12 ◽  
Technology In Instruction

Virtual reality is one of the latest technologies to be integrated into the teaching-learning process and it holds significant potential to enhance instructional processes and impact student learning. Historically, technology integration for instruction has been initiated primarily within institutions of higher education, while K-12 integration has been gradual to become part of mainstream education. Likewise, as teachers play a pivotal role in the process of technology integration, it is imperative to train teachers not only in computer literacy, but also in the requisite technological knowledge and skills needed to use technology in instruction. Furthermore, such training should be accompanied by support for teachers in developing a pedagogy and self-efficacy for technology integration. Self-efficacy can also serve as a foundation of motivation for teachers to keep abreast of new technologies and to determine how and when to use such emergent tools to enhance instruction.

scholarly journals Teachers` Self-Efficacy and Classroom Management in Community Learning Centre (CLC) Sarawak

2021 ◽  
Vol 9 (2) ◽  
pp. 154
Author(s):  
Ciptro Handrianto ◽  
Shahid Rasool ◽  
M Arinal Rahman ◽  
Musta`in Musta`in ◽  
Aldeva Ilhami
Keyword(s):  
Classroom Management ◽  
Learning Process ◽  
Migrant Workers ◽  
Self Efficacy ◽  
Training Group ◽  
Community Learning ◽  
Learner Performance ◽  
Classroom Activities ◽  
High Motivation ◽  
Teaching Learning

Community Learning Centre (CLC) is the Indonesian government's primary education to the children of Indonesian migrant workers in palm oil plantations in Sarawak, Malaysia. Teachers` self-efficacy and classroom management are important issues in education, including for Indonesian children overseas. Self-efficacy means that the belief of teachers to perform good quality and competency in teaching-learning practices. The teachers who have high self-efficacy may be able to solve problems faced by students. They have the confidence to find out the solutions effectively. Meanwhile, classroom management is a teacher's efforts to supervise classroom activities such as training, group interaction, and learner performance. The successful study is determined how far the teacher can manage their classes. A good class is not a silent class, but making more participating in the teaching-learning process. In CLC Sarawak's context, teachers` self-efficacy and classroom control are the key concepts to enhance Indonesian students' learning. There are some beneficial impacts for the students if their teachers have self-efficacy highly and promising approach in classroom management, namely: (1) Students meet a figure who can be trusted and help to solve their problems; (2) Students enjoy in the teaching-learning process because the teachers bring them the simplicity from complex materials and concept; (3) Students are more confident and actively to participate in their classroom; (4) Students will have critical thinking and can quickly answer the questions; (5) Students have high motivation and try their best in the study for their success in the future.

scholarly journals Correlation between Self-Efficacy Perception and Teaching Performance: The Case of Mexican Preschool and Primary School Teachers

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Michaela Cocca ◽  
Armando Cocca ◽  
Elizabeth Alvarado Martínez ◽  
María Guadalupe Rodríguez Bulnes
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Self Efficacy ◽  
Teaching Quality ◽  
Educational Background ◽  
Teaching Performance ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Learning ◽  
Actual Teaching

Self-efficacy (SE) is a key factor of the teaching-learning process success. While literature on SE and its dimensions is rich in the field of education, still there is a lack of studies aiming to explore teachers’ SE in contrast with their actual teaching skills and their characteristics. For this reason, this study aims to respond to the following research questions: are there differences between perceived SE and actual teaching performance in preschool and primary school teachers? Which sources of SE can be considered as significant predictors of teachers’ SE? This work employs a quantitative approach based on the observational method. Teacher Sense of Efficacy Scale and classroom observation frameworks were used to collect data from a sample of 24 teachers. Results show that there are high inconsistencies between self-judgments and actual teaching performance (p > .05). Experienced and medium experienced teachers show higher scores than novice teachers in several dimensions of SE (p < .05). However, teachers’ educational background is not significantly correlated with their SE (p > .05). Resource support is found as the only significant predictor of SE in our sample of teachers (p < .001; p2 = .733). Our research suggests that teachers may have a distorted perception of their in-class performance, which could drive to lower quality of the teaching-learning process. Therefore, in the future, professional training programs should focus on promoting a more realistic understanding and awareness of teachers’ actions in the classroom as the first step of any intervention aiming to increase teaching quality.

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