AN ANALYSIS OF THE RELATIONSHIPS BETWEEN TEACHER EFFICACY, TEACHER SELF-ESTEEM AND ORIENTATIONS TO SEEKING HELP

2007 ◽  
Vol 35 (5) ◽  
pp. 707-716 ◽  
Author(s):  
Xishan Huang ◽  
Ming Liu ◽  
Kunio Shiomi
Keyword(s):  
Teacher Efficacy ◽  
Prospective Teachers ◽  
Correlation Coefficients ◽  
Teaching Efficacy ◽  
Teaching Experience ◽  
Self Esteem ◽  
Experienced Teachers ◽  
Positive Correlation ◽  
Seeking Help ◽  
Personal Teaching Efficacy

The relationships between teacher efficacy, teacher self-esteem and orientation to seeking help were investigated in this study. Three questionnaires were used with a sample of 151 prospective teachers and 67 experienced teachers. The three questionnaires were Personal Teaching Efficacy Scale (from the Japanese Teacher Efficacy Scale, Huang, Liu, & Shiomi, 2006a), Teacher Self-Esteem Scale (Tamura & Ishikuma, 2002) and Orientations to Seeking Help Scale (Tamura & Ishikuma, 2001). As a result of correlation analyses, the correlation coefficients between Personal Teaching Efficacy and Teacher Self-Esteem scores were found to be significant (p < 0.01), and a significantly positive correlation (p < 0.05) was found between Teacher Self-Esteem and Orientations to Seeking Help scores. The influence of gender and teaching experience on these findings was also examined.

The Effects of Teachers’ Characteristics on Placement Recommendations for Students with Visual Impairments

1998 ◽  
Vol 92 (7) ◽  
pp. 491-502 ◽  
Author(s):  
Young-il Kim ◽  
Anne L. Corn
Keyword(s):  
Case Report ◽  
Teacher Efficacy ◽  
Visual Impairments ◽  
Teaching Efficacy ◽  
Teaching Experience ◽  
Job Placement ◽  
Hypothetical Case ◽  
Years Of Teaching Experience ◽  
Specific Setting ◽  
Community Teaching

This article reports on a study of 116 certified teachers of students with visual impairments who responded to a questionnaire containing a teacher-efficacy scale, a hypothetical case report, and questions about the teachers. The study found that a teacher's current job placement was the most distinctive teacher variable affecting the teacher's placement recommendations for students. Other teacher variables that influenced these recommenations were type of community, teaching efficacy, and years of teaching experience in a specific setting.

scholarly journals Teacher efficacy for online teaching during the COVID-19 pandemic

2021 ◽  
Vol 30 (1) ◽  
pp. 95
Author(s):  
Tim Dolighan ◽  
Michael Owen
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Teacher Efficacy ◽  
Secondary Teachers ◽  
Self Efficacy ◽  
Online Teaching ◽  
Teaching Efficacy ◽  
Teaching Experience ◽  
Online Professional Development ◽  
Additional Qualification

The purpose of this study was to examine secondary teachers’ efficacy for teaching in a fully online teaching environment during the sudden transition to online teaching that happened due to the COVID-19 pandemic. This study was aimed at understanding how specific variables, teaching experience, professional development (PD) experience, and teaching supports might correlate with self-efficacy perceptions of teachers transitioning to online teaching during a pandemic in the domains of student engagement, instructional strategies, classroom management and computer skills. The instrument used to measure teacher efficacy for online teaching was a web based 32-item survey that was given to Ontario secondary teachers in a greater Toronto district school board. We argued that prior experience with online learning such as Additional Qualification (AQ) courses or online professional development would build greater self-efficacy amongst teachers as they transition to online learning. The results indicated that higher online teaching efficacy scores correlated with having taken online Additional Qualification (AQ) courses[1] and online professional development sessions. The highest online teaching efficacy scores correlated with having previously used the board provided learning management system (LMS) and using virtual technology supports. These indicators are correlated with higher scores of online teaching efficacy but require further investigation as to how they can better provide support for teachers in online learning environments.

scholarly journals The relationships among prospective teachers’ teacher efficacy with their levels of academic motivation, academic procrastination, and anxiety about the Public Personnel Selection Examination (PPSE)

2020 ◽  
Vol 10 (1) ◽  
pp. 53-82
Author(s):  
Asuman Seda SARACALOĞLU ◽  
Beste DİNÇER ◽  
Muhammed EKEN ◽  
Sinan BAYIK
Keyword(s):  
Teacher Efficacy ◽  
Prospective Teachers ◽  
Personnel Selection ◽  
Teacher Candidates ◽  
Academic Motivation ◽  
Survey Method ◽  
Academic Procrastination ◽  
Positive Correlation ◽  
The Public ◽  
Academic Motivations

The purpose of this study was to determine the relationships among the prospective teachers’ teacher efficacy and their level of academic motivation, anxiety of PPSE academic procrastination levels. The research was designed as correlational survey method. The sample of the research was composed of 187 prospective teachers. According to the results of the study, there was a low and positive correlation between teacher efficacy and academic procrastination behaviors and also moderate and positive correlation with academic motivation levels of the prospective teachers. In addition, teacher candidates' academic procrastination behaviors, academic motivations and PPSE concerns explained 22% of the teacher efficacy of candidates.

Implicit collective self-esteem: A comparative analysis of Gelao and Han teenagers

2019 ◽  
Vol 47 (12) ◽  
pp. 1-10
Author(s):  
Hongyun Lyu ◽  
Ningjian Liang ◽  
Zhen Guo ◽  
Rogelio Alejo Rodriguez
Keyword(s):  
Ethnic Group ◽  
Implicit Association Test ◽  
Correlation Coefficients ◽  
Self Esteem ◽  
Association Test ◽  
Implicit Association ◽  
Collective Self ◽  
Implicit And Explicit ◽  
Collective Self Esteem ◽  
The Relationship

In this study we examined the differences in implicit collective self- esteem between Gelao and Han teenagers, using the Implicit Association Test. We also explored the relationship between participants' implicit and explicit collective self-esteem with the Implicit Association Test and the Explicit Collective Self-Esteem Scale. Participants were 169 teenagers residing in Gelao regions in China. The results showed that both Gelao and Han participants had an implicit collective self-esteem effect (i.e., tended to associate their own ethnic group with positive words and the other ethnic group with negative words), and this effect was significantly higher among Gelao than among Han participants. Further, scores on the importance-to-identity subscale of the Explicit Collective Self-Esteem scale were significantly higher in the Gelao versus the Han group. The correlation coefficients between implicit and explicit collective self-esteem for both groups were very low. The significance of the study findings is discussed.

scholarly journals Impact of Climatic Conditions on the Resveratrol Concentration in Blend of Vitis vinifera L. cvs. Barbera and Croatina Grape Wines

Molecules ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 401
Author(s):  
Gabriele Rocchetti ◽  
Federico Ferrari ◽  
Marco Trevisan ◽  
Luigi Bavaresco
Keyword(s):  
Vitis Vinifera ◽  
Correlation Coefficients ◽  
Climatic Conditions ◽  
Meteorological Conditions ◽  
Vitis Vinifera L ◽  
Red Wines ◽  
Bioclimatic Indices ◽  
Positive Correlation ◽  
Mean Temperature ◽  
Production Areas

The aim of this work was to investigate the effect of meteorological conditions on resveratrol concentration of red wines produced in Piacenza viticultural region (Italy). In this regard, six representative estates producing Colli Piacentini Gutturnio DOC (a blend of V. vinifera L. cvs. Barbera and Croatina) vintage wines were analysed for trans- and cis-resveratrol over an 8-year period (1998–2005). Grapes were taken from the same vineyard in each estate by using the same enological practices over the entire investigated period. The meteorological conditions corresponding to the production areas were recorded, and bioclimatic indices were calculated as well. Overall, cis-resveratrol concentration was negatively correlated to Huglin index and August mean temperature, whilst positive correlation coefficients were found when considering the Selianinov index and the rainfall of September.

An Investigation into the Impact of Environmental Education Certification on Perceptions of Personal Teaching Efficacy

2017 ◽  
Vol 22 (2) ◽  
pp. 5-17
Author(s):  
Mandy Harrison ◽  
Lisa Gross ◽  
Jennifer McGee
Keyword(s):  
North Carolina ◽  
Environmental Education ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
School Teachers ◽  
The North ◽  
Significant Difference ◽  
Personal Teaching Efficacy ◽  
Environmental Educators ◽  
The Impact

The purpose of this study is to examine how participation in the North Carolina Environmental Educator (NCEE) program influences the individual's perceived self-efficacy. Specifically, this study examines the impact of NCEE certification on participants’ perceived personal teaching self-efficacy. This study compared personal teaching efficacy scores of certified environmental educators, non-certified environmental educators, and licensed schoolteachers. The study found significant differences in teaching efficacy between certified and non-certified environmental educators, as well as certified environmental educators and licensed school teachers. In addition, the study found no significant difference in efficacy scores between NCEE certified licensed school teachers and NCEE certified environmental educators. Results of this study indicate a link between environmental education certification and higher personal teaching efficacy.

scholarly journals Modifying Self-Blame, Self-Esteem, and Disclosure Through a Cooperative Cross-Age Teaching Intervention for Bullying Among Adolescents

2017 ◽  
Vol 32 (4) ◽  
pp. 609-626 ◽  
Author(s):  
Michael J. Boulton ◽  
Louise Boulton
Keyword(s):  
Help Seeking ◽  
Social Issues ◽  
Self Esteem ◽  
Random Allocation ◽  
Cooperative Groups ◽  
School Students ◽  
Self Blame ◽  
Positive Effects ◽  
Post Test ◽  
Seeking Help

Bullying is common among school students, and some victims hold self-blaming attributions, exhibit low self-esteem, and do not seek social support. A wait-list control pre-/post-test experimental design, with random allocation, was used to assess the effects of a novel cross-age teaching of social issues (CATS) intervention on the latter 3 variables among peer-identified victims of bullying (N = 41, mean age = 14.5 years). In small cooperative groups of classmates, participants designed and delivered a lesson to younger students that informed them that bullies not victims are in the wrong, victims have no reason to feel bad about themselves, and that seeking help can be beneficial. CATS led to a significant improvement on all 3 dependent variables with mostly large effect sizes; these positive effects were even stronger with a bigger dose of intervention (6 hr vs. 4 hr), and changes in self-blame, and separately changes in self-esteem, mediated the positive effect of the intervention on help-seeking. The theoretical and practical implications of these results were discussed, especially in terms of supporting a highly vulnerable subgroup of adolescents.

Relationship amongst ResearchGate altmetric indicators and Scopus bibliometric indicators

2015 ◽  
Vol 116 (9/10) ◽  
pp. 564-577 ◽  
Author(s):  
RISHABH SHRIVASTAVA ◽  
Preeti Mahajan
Keyword(s):  
Sample Size ◽  
Correlation Coefficients ◽  
Strong Positive Correlation ◽  
Bibliometric Indicators ◽  
Pearson’S Correlation ◽  
Content Type ◽  
Positive Correlation ◽  
Pearson's Correlation ◽  
Different Characteristics ◽  
The Relationship

Purpose – The purpose of this paper is twofold. First, the study aims to investigate the relationship between the altmetric indicators from ResearchGate (RG) and the bibliometric indicators from the Scopus database. Second, the study seeks to examine the relationship amongst the RG altmetric indicators themselves. RG is a rich source of altmetric indicators such as Citations, RGScore, Impact Points, Profile Views, Publication Views, etc. Design/methodology/approach – For establishing whether RG metrics showed the same results as the established sources of metrics, Pearson’s correlation coefficients were calculated between the metrics provided by RG and the metrics obtained from Scopus. Pearson’s correlation coefficients were also calculated for the metrics provided by RG. The data were collected by visiting the profile pages of all the members who had an account in RG under the Department of Physics, Panjab University, Chandigarh (India). Findings – The study showed that most of the RG metrics showed strong positive correlation with the Scopus metrics, except for RGScore (RG) and Citations (Scopus), which showed moderate positive correlation. It was also found that the RG metrics showed moderate to strong positive correlation amongst each other. Research limitations/implications – The limitation of this study is that more and more scientists and researchers may join RG in the future, therefore the data may change. The study focuses on the members who had an account in RG under the Department of Physics, Panjab University, Chandigarh (India). Perhaps further studies can be conducted by increasing the sample size and by taking a different sample size having different characteristics. Originality/value – Being an emerging field, not much has been conducted in the area of altmetrics. Very few studies have been conducted on the reach of academic social networks like RG and their validity as sources of altmetric indicators like RGScore, Impact Points, etc. The findings offer insights to the question whether RG can be used as an alternative to traditional sources of bibliometric indicators, especially with reference to a rapidly developing country such as India.

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