scholarly journals Examining the effect of teacher’s self-efficacy on job satisfaction

2022 ◽  
Vol 10 (8) ◽  
pp. 338-349
Author(s):  
Damianus Abun ◽  
Eldefonso B. Natividad ◽  
Marlene T. Nicolas ◽  
Theogenia Magallanes ◽  
Jecel M. Mansueto
Keyword(s):  
Job Satisfaction ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Personal Growth ◽  
Self Efficacy ◽  
Sampling Design ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Correlational Research ◽  
Very High

The paper aims to examine the effect of teachers' self-efficacy on job satisfaction. To deepen the study, literature was reviewed and theories were established. The study used the descriptive correlational research design. The total enumeration was the sampling design of the study. It used questionnaires to gather the data. The study found that the teachers' self-efficacy is very high along the three dimensions of teachers' self-efficacy which include self-efficacy in student engagement, instructional strategies, and classroom management. While teachers' job satisfaction was considered high, not very high along the two dimensions such as satisfaction with the work itself and personal growth and career development. Concerning the correlation, it was found that there is a significant correlation between teachers' self-efficacy and job satisfaction.

scholarly journals Teachers' Attributes and Self-Efficacy as Predictors of Classroom Management

2021 ◽  
Vol 2 (2) ◽  
pp. 195-212
Author(s):  
Cecilia Suico
Keyword(s):  
Classroom Management ◽  
High School Teachers ◽  
Self Efficacy ◽  
Professional Growth ◽  
School Principals ◽  
School Administrators ◽  
Teaching Profession ◽  
School Teachers ◽  
Correlational Research ◽  
Very High

This descriptive-correlational research examined the teachers' attributes and self-efficacy as predictors to classroom management. The study aims to help teachers, school principals, and future researchers address some classroom management gaps. This study was participated by 200 senior high school teachers of Monkayo, Davao de Oro. The instruments used in gathering the data were adopted, content validated, and reliability tested. The result showed that the extent of teachers' attributes was very great, and the level of teachers' self-efficacy was also very high. As a result, the level of classroom management of teachers was described as very high. The result further showed the significant relationship between teachers' attributes to classroom management. Lastly, this study revealed that teachers' attributes and self-efficacy significantly predict classroom management. Therefore, the study recommends that the elementary school administrators develop programs that equip teachers with the necessary attributes, skills, and passion for the teaching profession and be given more professional growth consideration

scholarly journals TEACHER SELF EFFICACY IN NATIONAL SECONDARY SCHOOLS AT PENINSULAR MALAYSIA

2021 ◽  
Vol 6 (40) ◽  
pp. 160-167
Author(s):  
Fei Shin Liang ◽  
Mei Kin Tai
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Peninsular Malaysia ◽  
Study Data ◽  
Three Dimensions ◽  
Sense Of Efficacy ◽  
Teacher Self Efficacy ◽  
High Level

Teacher self-efficacy is a cognitive process that allows an individual to measure the level of self-confidence in behavior change. In relation to that, this study was conducted to identify the level of self-efficacy of teachers in National Secondary School (SMK) in Peninsular Malaysia. Three dimensions namely Student Engagement, Instructional Strategies, and Classroom Management were measure in this study. There were 357 teachers selected randomly for this study. Data were collected through a questionnaire using the Teacher Sense of Efficacy Scale (TSES) instrument. Data were analyzed using descriptive statistics to describe the level of self-efficacy of teachers. The findings of the study show that the level of self-efficacy of teachers in SMK in Peninsular Malaysia at a high level (Mean = 4.15, SP = .425). Student Engagement dimension (Min = 4.11, SP = .443), Instructional Strategies dimensions (Mean = 4.15, SP = .456) and Classroom Management dimension (Mean = 4.19, SP = .491).

scholarly journals The Effect of Creative Thinking Education in Enhancing Creative Self-Efficacy and Cognitive Motivation

2016 ◽  
Vol 6 (1) ◽  
pp. 117 ◽  
Author(s):  
Ahmad M Alzoubi ◽  
Mohammad F Al Qudah ◽  
Ismael Salameh Albursan ◽  
Salaheldin F Bakhiet ◽  
Adel S Abduljabbar
Keyword(s):  
Self Efficacy ◽  
Creative Thinking ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Control Group ◽  
Significant Difference ◽  
Cognitive Motivation ◽  
Creative Self ◽  
And Control ◽  
Experimental Group

<p>This study aimed to explore the effectiveness of creative thinking education on enhancing creative self-efficacy and cognitive motivation. The sample consisted of 44 female students studying childhood education in the Princess Alia University College divided into two groups (experimental and control). The experimental group was taught a unit in creative thinking whereas the control group was not. Data were collected using two tools; first, a creative self-efficacy scale that included two dimensions (self-efficacy in creative thinking and creative performance) and second, a cognitive motivation scale that included three dimensions (curiosity, discovery, and questioning). Data showed significant differences between experimental and control groups in creative self-efficacy and its dimensions, and also in cognitive motivation and two of its dimensions (curiosity and discovery) in favor of the experimental group. No significant difference was found between the two groups in questioning. We recommend embedding creative thinking education in study courses.</p>

scholarly journals DCA-Transparency

2021 ◽  
pp. 1-14
Author(s):  
C. Richard Hossiep ◽  
Julian Märtins ◽  
Gerhard Schewe
Keyword(s):  
Job Satisfaction ◽  
Empirical Evidence ◽  
Content Validity ◽  
Two Dimensions ◽  
Three Dimensions ◽  
German Version ◽  
Factorial Structure ◽  
Organizational Settings ◽  
Quantitative Studies ◽  
Theoretical Support

Abstract. Even though there is strong theoretical support that transparency in organizations leads to trust between employees and managers as well as increasing job satisfaction (e. g., Albu & Flyverbom, 2019 ; Giri & Kumar, 2010 ), such research lacks consistent empirical evidence. This inconsistency might be explained by the use of specific nongeneralizable scales ( Schnackenberg & Tomlinson, 2016 ). Therefore, Schnackenberg et al. (2020) developed a multidimensional transparency scale consisting of three dimensions: disclosure, clarity, and accuracy (so-called DCA-transparency). This paper validates a German version of the scale as well as conceptually and empirically extends its utility by adding the two dimensions of timeliness and relevance. We conducted three quantitative studies to examine the factorial structure ( N = 325), content validity ( N1 = 133 , N2 = 120), and usefulness ( N = 376, with a representative longitudinal sample). The results support the accuracy and utility of the extended German DCA scale in organizational settings and its multidimensionality.

scholarly journals ‘When Teachers Become Students’: Enhancing the Engagement of Public Senior High School XY Kediri Teachers During Online Learning

2021 ◽  
Vol 10 (3) ◽  
pp. 273
Author(s):  
Yogie Andreas ◽  
Putri Ayu Wiwik Wulandari ◽  
Lena Nessyana Pandjaitan
Keyword(s):  
High School ◽  
Online Learning ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Sampling Technique ◽  
Teacher Engagement ◽  
Paired Sample ◽  
Before And After

Online learning during the pandemic has reduced teacher engagement at SMAN XY Kediri. The 'When Teachers Become Students' training was to foster teacher engagement. This training used a Sense of Self-efficacy approach (instructional strategies, classroom management, & student engagement). This study used a quantitative approach with the experimental method of pretest-posttest design. The sampling technique used is purposive sampling with a total of 16 participants. Measurements were given before and after the training consisting of the engaged teacher scale by Klassen, Yerdelen, and Durksen (2013). Data were analyzed using paired sample t-test. There was an increase in the score of sense of self-efficacy (sig 0.00 (p<0.05)). It indicates that this training is quite effective in increasing teacher engagement at SMA XY Kediri. 

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;

Workplace Arrogance and Job Performance

2018 ◽  
pp. 83-116
Keyword(s):  
Social Support ◽  
Job Satisfaction ◽  
Job Performance ◽  
Task Performance ◽  
Self Efficacy ◽  
Theoretical Study ◽  
Contextual Performance ◽  
Two Dimensions ◽  
Theoretical Contribution ◽  
The Relationship

This chapter is an attempt to clarify the relationship between workplace arrogance and job performance. Thus, the authors focus and define a set of four fundamental concepts—task performance, contextual performance, social support, and self-efficacy—in order to examine and explore this relationship. Hence, the main result of this theoretical study is that workplace arrogance is negatively related to job performance. Although this finding could be considered as a theoretical contribution, more studies are requested to investigate the specific relationship between workplace arrogance and job satisfaction with its two dimensions: task and contextual factors.

Validity and reliability of the Italian version of the Teachers' Sense of Efficacy Scale

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Pintus ◽  
Chiara Bertolini ◽  
Lucia Scipione ◽  
Maja Antonietti
Keyword(s):  
Classroom Management ◽  
Instructional Strategies ◽  
Factor Structure ◽  
Self Efficacy ◽  
Factor Model ◽  
Validity And Reliability ◽  
Italian Version ◽  
Content Type ◽  
Sense Of Efficacy ◽  
Three Factor

PurposeThis study investigates the construct validity and reliability of the Italian version of the Teachers' Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001) and contributes to existing research aimed at exploring the elements and variables that influence teachers' self-efficacy levels.Design/methodology/approachThe instrument, translated and adapted in Italian by Cardarello et al. (2017), was tested on a sample of 349 in-service second grade teachers with similar demographic profiles (gender, age, seniority). The study analyzes the data following the exploratory factor analysis.FindingsThe results of this research confirm the relevance of the three-factor model, but opens the possibility of a different organizational structure of the items within the scale. In fact, the results confirmed both the original TSES three-factor structure (student engagement, classroom management, instructional strategies) and a new four-factor structure. The new four-factor structure recognizes two new factors of an instructional nature, “Inclusive instructional strategies, learner-centered” and “Traditional instructional strategies, teacher-centered.” The first one recalls beliefs about capabilities to use strategies and assessments focused on students' needs (inclusive perspective); the second one refers to the dimension of the disciplinary master.Originality/valueAccording to the idea that teachers' self-efficacy is a multidimensional construct, the findings of this study invite to reflect upon the meanings of scale application in different cultural contexts and open a discussion about instructional strategies and the experience of teaching in Italy.

scholarly journals The Impact of Practicum on Pre-Service EFL Teachers’ Self-Efficacy Beliefs: First Step into Professionalism

2021 ◽  
Vol 9 (4) ◽  
pp. 223-235
Author(s):  
İlknur Eğinli ◽  
Mehdi Solhi
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Null Hypothesis ◽  
Efficacy Beliefs ◽  
Effect Sizes ◽  
Efl Teachers ◽  
Practicum Experience ◽  
The Impact

This study sought to investigate changes in pre-service EFL teachers’ self-efficacy beliefs before and after the practicum experience at school. The data were collected using the same 24-item teacher sense of efficacy (TSE) scale. Three null hypotheses were formulated based on the subcategories of self-efficacy in the study (i.e., self-efficacy in student engagement, self-efficacy in applying instructional strategies, and self-efficacy in classroom management). The Wilcoxonsigned rank test runs on the pre-practicum and post-practicum results suggested that the null hypothesis that practicum would not bring about any change in student engagement should be rejected. According to the second null hypothesis, there would be no significant difference between pre-service EFL teachers’ pre-practicum and post-practicum self-efficacy in applying instructional strategies. Results indicated that we should reject the second null hypothesis, too, implying that pre-service teachers’ scores in this construct have also been significantly different from each other in the pretest and the posttest. The last hypothesis of interest was if pre-service EFL teachers’ selfefficacy in classroom management changes due to practicum experience. The data gathered implies that we should reject this hypothesis, possibly in favor of the premise that our practicing pre-service EFL teachers have made positive gains in their classroom management ability. If we compare the obtained results based on the effect sizes that we have calculated for them, although all of them are strong effect sizes, we can say that the pre-service EFL teachers’ self-efficacy has improved first in classroom management (r = 0.77), second in applying instructional strategies (r = 0.71), and third in student engagement (r = 0.622). The findings of the study are discussed in the light of implications to the language teacher education programs and the development of practicum experience.

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