scholarly journals The influence of pre-service teacher identity and personality traits on teacher self-efficacy

2016 ◽  
Vol 2 (4) ◽  
pp. 1290-1296
Author(s):  
Dilara Arpacı-Somuncu
Keyword(s):  
Personality Traits ◽  
Teacher Identity ◽  
Self Efficacy ◽  
Teacher Self Efficacy ◽  
Pre Service Teacher

scholarly journals Investigation of Pre-Service Teacher Self-Efficacy for Teaching Engineering

2020 ◽  
Author(s):  
Jessica Sargent ◽  
Beth Holloway ◽  
Susan Bayley ◽  
Anna Walter
Keyword(s):  
Self Efficacy ◽  
Teacher Self Efficacy ◽  
Pre Service Teacher

scholarly journals Personality and Attitude towards Teaching Profession: Mediating Role of Self Efficacy

2017 ◽  
Vol 5 (9) ◽  
pp. 70 ◽  
Author(s):  
Mehmet Üstüner
Keyword(s):  
Personality Traits ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Teaching Profession ◽  
The Self ◽  
Equation Modeling ◽  
Efficacy Belief ◽  
Mediating Role ◽  
Teacher Self Efficacy

The objective of the present study is to examine the correlation between the five factor personality traits of pre-service teachers and their attitudes towards the teaching profession and to test the mediating role of the pre-service teachers’ self-efficacy beliefs. The study population included pre-service teachers that attended the "pedagogical formation course" instructed / applied in İnönü University, Faculty of Education, Department of Educational Sciences in 2015-2016 academic year. The survey sample included 382 pre-service teachers who voluntarily responded to the measurement instruments utilized in the study. The study data were collected with the "five factor personality scale", "attitudes towards the teaching profession scale" and "teacher self-efficacy scale". The obtained data were analyzed with path analysis of structural equation modeling. In conclusion, it was observed that there was a significant positive correlation between the five factor personality traits of extraversion, conscientiousness, openness and agreeableness and teacher self-efficacy belief, and there was a significant negative correlation between neuroticism personality trait and teacher self-efficacy belief. It was observed that the self-efficacy beliefs of pre-service teachers played a full mediating role between their neuroticism, openness and extraversion personality traits, and the same played a partial mediating role in the correlation between conscientiousness and agreeableness personality traits and the attitude towards the teaching profession. The implementation of a curriculum in pre-service teacher training that would increase the self-efficacy beliefs on teaching would also improve their attitudes towards the profession positively.

Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements

2022 ◽  
pp. 000494412110604
Author(s):  
Kang Ma ◽  
Anne McMaugh ◽  
Michael Cavanagh
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Multilevel Modelling ◽  
Three Dimensions ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Teacher Self Efficacy ◽  
Pre Service Teacher

This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement.

scholarly journals The role of teacher identity in teacher self-efficacy development: the case of Katie

2021 ◽  
Author(s):  
Gosia Marschall
Keyword(s):  
Teacher Identity ◽  
Self Efficacy ◽  
Initial Teacher Education ◽  
Affective States ◽  
Role Enactment ◽  
Efficacy Development ◽  
Teacher Self Efficacy ◽  
Social Persuasion

AbstractThis article illustrates the role of teacher identity in teacher self-efficacy development during initial teacher education. It has been posited that teacher self-efficacy develops on the basis of information accessed through four self-efficacy sources: vicarious and enactive experiences, social persuasion, and physiological and affective states, and by interacting with a myriad of personal and external factors. The very process of teacher self-efficacy development, however, is not well understood. This phenomenological longitudinal qualitative case study contributes to addressing this issue by illustrating how a pre-service secondary mathematics teacher’s teacher self-efficacy is affected by the way she sees herself. More specifically, the study illustrates how aspects of a strong student teacher identity negatively affect the pre-service teacher’s teacher self-efficacy appraisal, and how her teacher identity, emerging through the processes of autonomous role enactment and social verification, supports teacher self-efficacy development.

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

Personality's Correlates of Adult Development and Aging

2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca
Keyword(s):  
Personality Traits ◽  
Adult Development ◽  
Self Efficacy ◽  
Age Groups ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Cross Sectional ◽  
Education And Health ◽  
Development And Aging ◽  
And Gender

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

Antecedents and Correlates of Teacher Self-Efficacy for a Digital Tool

2019 ◽  
Author(s):  
Jessica L. Eagle ◽  
Teomara Rutherford ◽  
Angela Wiseman
Keyword(s):  
Self Efficacy ◽  
Digital Tool ◽  
Teacher Self Efficacy
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