Self-Efficacy Beliefs and the Education of Students with Severe Disabilities

1998 ◽  
Vol 23 (2) ◽  
pp. 134-143 ◽  
Author(s):  
Gloria Soto ◽  
Lori Goetz
Keyword(s):  
Staff Development ◽  
Self Efficacy ◽  
Severe Disabilities ◽  
Future Research ◽  
Adoption Of Innovations ◽  
Research Findings ◽  
Efficacy Research ◽  
Students With Severe Disabilities ◽  
Education Of Students ◽  
The Relationship

The purpose of this article is to examine the contributions made by the teacher efficacy literature to the study of teaching students with severe disabilities. The description and measurement of the self-efficacy construct are first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between perceived self-efficacy of teachers and variables including perceptions of student abilities, classroom practices, adoption of innovations, and collaboration with others are then summarized. Implications of this literature for practice, staff development, and personnel training programs are then discussed. Finally, strategies to guide future research are offered.

“Developing That Balance”: Preparing and Supporting Special Education Teachers to Work With Paraprofessionals

2018 ◽  
Vol 42 (2) ◽  
pp. 117-131 ◽  
Author(s):  
Elizabeth E. Biggs ◽  
Carly B. Gilson ◽  
Erik W. Carter
Keyword(s):  
Special Education ◽  
Leadership Development ◽  
Teacher Development ◽  
Special Education Teachers ◽  
Personal Development ◽  
Severe Disabilities ◽  
Future Research ◽  
Individual Interviews ◽  
Students With Severe Disabilities ◽  
Education Of Students

The prominence of paraprofessionals in the education of students with severe disabilities highlights the importance of ensuring special education teachers provide effective supervision and support. The authors conducted in-depth individual interviews with members of nine educational teams—a total of 22 teachers and paraprofessionals—to identify (a) the competencies they consider important for special education teachers to work effectively with paraprofessionals and (b) their recommendations for equipping teachers to develop these competencies. Participants identified 10 competencies addressing three areas contributing to balanced leadership: knowledge, skills, and dispositions. They also recommended eight avenues for leadership development spanning three broad pathways: university-based preparation, school/district support, and personal development. The authors’ findings suggest the need to embed development of these competencies within existing training and support programs for teachers. The authors offer recommendations for future research and practice targeting teacher development in these areas.

The Relationship between Mentoring Functions and Employee Performance: Mediating Effects of Protégé Relational Self-Efficacy

2021 ◽  
Vol 2 (2) ◽  
pp. 187-204
Author(s):  
Muhammad Shoukat Malik ◽  
Muhammad Kashif Nawaz
Keyword(s):  
Self Efficacy ◽  
Employee Performance ◽  
Mediating Effect ◽  
Citizenship Behavior ◽  
Future Research ◽  
Relational Self ◽  
Mentoring Functions ◽  
Conventional Banks ◽  
The Impact ◽  
The Relationship

Organizational scholars concurred that positive workplace relationships with others can helps employee to gain from these relationships but, they lack insights into how or why this occurs. Moreover, the relationship dynamics focus on what the relationships provide without considering the how these relationships initiated, builds and maintains. To line of this, the current study aims to find the impact of mentoring functions (career, psychosocial, role modeling) and employee performance (career success, organization citizenship behavior, and job performance) via mediating effect of relational self-efficacy. For this purpose, the data were gathered from 310 branch banking employees of Pakistani conventional banks. PLS-SEM was used for data analysis. The results indicate that there is direct relationship between mentoring functions and employee’s performance. Moreover, the finding also shows that employee relational self-efficacy mediates the relationship between mentoring functions and employee performance. Theoretical and practical implications are discussed along with suggestions for future research.

The Mediating Effect of English Self-efficacy on the Relationships between Motivation to Learn, Intention to Share Knowledge, and Job Performance Among Military Personnel

2021 ◽  
Vol 7 (2) ◽  
pp. 228
Author(s):  
Siti Haizam Mohd Zin ◽  
Mohammad Nazri
Keyword(s):  
Job Performance ◽  
Military Personnel ◽  
Self Efficacy ◽  
Military Training ◽  
Armed Forces ◽  
Mediating Effect ◽  
Future Research ◽  
Positive Interactions ◽  
Motivation To Learn ◽  
The Relationship

Extensive research on the relationship between employees' use of English in the workplace and their job performance has revealed that the use of English at work leads to increased job performance and positive interactions among staff. In relation to this, a good command of English among military staff, especially officers, is of great importance to the Armed Forces, as military personnel often serve abroad and need to be proficient in communicating their instructions and orders to a foreign team. Previous research has also shown that self-efficacy is a significant predictor of job performance; however, the role of self-efficacy in learning English language skills has not been widely explored as mediator in the relationship between motivation to learn, intention to share knowledge, and job performance. Therefore, this paper aims to develop a conceptual framework that can be used to improve the understanding of English self-efficacy and its relationship with employees’ motivation to learn, intention to share knowledge, and capability to complete a given task. This framework informs and guides future research that will test the hypothesized relationships. The findings would assist the English Department of the Education Directorate of the Malaysian Armed Forces to design or revise military training syllabi and approaches.

scholarly journals The Relationship between Language Proficiency Level and L2 Digital Literacy Self-efficacy: A Study of EFL University Students

2021 ◽  
Vol 21 (2) ◽  
Keyword(s):  
Digital Literacy ◽  
Self Efficacy ◽  
English Proficiency ◽  
Literacy Skills ◽  
Future Research ◽  
Online Information ◽  
Digital Information ◽  
Proficiency Level ◽  
Efl Students ◽  
The Relationship

The evolving digitization of teaching and learning in higher education institutions requires students to be digitally literate (Miller 2015). Despite the echoes of being “digital natives” (Prensky 2001), many EFL students experience difficulties when locating, retrieving, evaluating, and synthesizing digital information at their disposal, especially when the information is in English. To this end, this study is conducted to scrutinize the relationship between EFL students’ second language (L2) digital literacy skills and strategies (DLSs) self-efficacy and their English proficiency level. A total of 93 Saudi students majoring in English at Prince Sattam bin Abdulaziz University were surveyed for their English proficiency level and their abilities to use three major domains of digital literacy skills. The data were analyzed statistically using descriptive measures and ANOVA. The results revealed a significant positive correlation between English proficiency and L2 DLSs. Students with intermediate and upper-intermediate English levels displayed low efficacy in their abilities to navigate, evaluate, and synthesize online information compared to advanced English users. The study concluded that students with higher English proficiency are more responsive to digital literacy skills and can perform well in digitally enhanced environments than basic English users. Pedagogical implications and areas for future research are discussed.

scholarly journals Two-sided Effect of Empowering Leadership on Follower’s Job Stress

2020 ◽  
Vol 33 (4) ◽  
pp. 373-407
Author(s):  
Young Woo Sohn ◽  
Yun Jin Kang
Keyword(s):  
Job Stress ◽  
Organizational Support ◽  
Self Efficacy ◽  
Role Theory ◽  
Mediating Effect ◽  
Future Research ◽  
Empowering Leadership ◽  
Mediation Effects ◽  
Felt Accountability ◽  
The Relationship

In this study, we aimed to investigate the two-sided effect of empowering leadership on follower’s job stress by focusing on the potential for positive and negative effects of empowering leadership. Based on the empowerment theory and the role theory of accountability, we examined the mediating effects of self-efficacy and felt accountability and the moderated mediation effects of perceived organizational support(POS) in the relationship between empowering leadership and job stress. A total of 427 Korean employees participated in this study through an online survey. The results show that empowering leadership has indirect effects on job stress mediated by self-efficacy and felt accountability. Specifically, empowering leadership reduced job stress via increased self-efficacy, while increased job stress via increased felt accountability. Evidence was also found of the moderating role of POS: the positive relation between felt accountability and job stress was stronger for those with a low level of POS than those with a high POS. However, the moderating effect of POS was not found in the relationship between self-efficacy and job stress. In addition, the mediating effect of felt accountability was moderated by POS in the relationship between empowering leadership and follower’s job stress. Based on the results, we discuss several implications, limitations, and recommendations for future research.

A Moderating Effect of Leadership Tenure on the Relationship between Leadership Self-Efficacy and Effective Leadership Behaviour

2013 ◽  
Vol 64 (3) ◽  
Author(s):  
Shehu Inuwa Galoji ◽  
Fais Ahmad ◽  
Husna Johari
Keyword(s):  
Self Efficacy ◽  
Commercial Banks ◽  
Effective Leadership ◽  
Leadership Behavior ◽  
Moderating Effect ◽  
Policy Implications ◽  
Future Research ◽  
Leadership Tenure ◽  
Leadership Behaviour ◽  
The Relationship

This study aims to examine the influence of leadership self-efficacy on effective leadership behavior with a moderating effect of leadership tenure in Nigerian commercial banks. Based on the existing literature review conducted, a conceptual framework was developed based on suggestions for future studies to test this relationship. Self-efficacy theory was used to explain the relationship among the constructs considered in this conceptual model. The study used a survey design which was aided by the use of questionaire. A sample of 358 branch managers of the Nigerian commercial banks was drawn through a stratified random sampling. A combination of descriptive and inferential statistics were used to analyse the data collected using the Statistical Package for Social Science (SPSS) for Windows. The findings of this study reveald that leadership self-efficacy has a significant positive relationship effective leadership behaviour. In the same vein, further investigation using hierarchical multiple regression shows that the moderating effect of leadership tenure on the leadership self-efficacy and effective leadership behavior relationship was found not to be significant. Finally, discussion, managerial and policy implications, recommendations and suggestion for future research were also highlighted in the study.

Text characteristics, perceived difficulty and task performance in sight translation

Interpreting ◽  
2019 ◽  
Vol 21 (2) ◽  
pp. 196-219 ◽  
Author(s):  
Zhiwei Wu
Keyword(s):  
Task Performance ◽  
Empirical Studies ◽  
Empirical Support ◽  
Word Type ◽  
Future Research ◽  
Perceived Difficulty ◽  
Dependent Variables ◽  
Research Findings ◽  
The Relationship ◽  
And Task

Abstract This paper reports on an exploratory study examining the relationship between text characteristics, perceived difficulty and task performance in sight translation (ST). Twenty-nine undergraduate interpreters were asked to sight-translate six texts with different properties. Correlation analysis shows that Sophisticated Word Type and Mean Length of a T-unit are, respectively, the lexical and the syntactic variables having the highest correlations with all the three dependent variables (i.e. perceived difficulty, accuracy and fluency in ST performance). Surprisingly, the discoursal variables are weakly or modestly correlated with the dependent variables. Thematic analysis of the students’ reflective essays points to two hypothesized causal links among the three Ps in ST: task properties may cause decoding difficulties and cognitive overload in the cognitive process, which in turn lead to inaccuracy and dysfluency in ST performance. The research findings lend empirical support to the “shallow-scan hypothesis” in previous research. Finally, this study proposes a three-tier conceptual framework to inform and guide future research to operationalize variables in ST empirical studies. The pedagogical implications of ST are also discussed.

Product status signaling as mediator between materialism and product satisfaction of Saudis and Malaysians

2016 ◽  
Vol 44 (6) ◽  
pp. 973-985 ◽  
Author(s):  
Norizan Mohd Kassim ◽  
Naima Bogari ◽  
Najah Salamah ◽  
Mohamed Zain
Keyword(s):  
Structural Equation ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Future Research ◽  
Mediating Role ◽  
Status Signaling ◽  
Symbolic Meanings ◽  
Research Findings ◽  
Materialistic Values ◽  
The Relationship

We investigated the mediating role of product status signaling in the relationship between materialism and product satisfaction of Saudi and Malaysian adults. We performed structural equation modeling to analyze data from 894 Generations X and Y participants in Malaysia and Saudi Arabia, who responded to a self-administered survey. Contrary to previous research findings both from Malaysia, and from North American and other Western-culture samples, there were positive significant direct effects of materialism on product satisfaction for consumers in both countries. The results of the mediating effect (materialistic values → product status signaling → product satisfaction) indicated that, for Saudis, the effect was positive and moderate in strength, whereas for Malaysians, the effect was positive and strong. The overall results showed that product status signaling acted as a partial mediator in the relationship between materialistic values and product satisfaction. On the basis of these results, it is important for marketers to understand that both Malaysian and Saudi consumers—Saudis in particular—tend to rely, and focus, on the symbolic meanings attached to products that will only be successfully communicated if the symbolism in the product is socially and visibly recognized by these consumers. Suggestions for future research are offered.

Inclusive Education for Students with Severe Disabilities

1997 ◽  
Vol 18 (3) ◽  
pp. 133-142 ◽  
Author(s):  
June E Downing ◽  
Joanne Eichinger ◽  
Lllly J Williams
Keyword(s):  
Inclusive Education ◽  
Elementary School Principals ◽  
Severe Disabilities ◽  
Professional Role ◽  
General Educators ◽  
Future Research ◽  
Educational Programming ◽  
Structured Interviews ◽  
Students With Severe Disabilities ◽  
Different Levels

Structured interviews were conducted with elementary school principals, general educators (k-6), and special educators at different levels of inclusive educational programming to determine perceptions toward inclusive education for learners with severe disabilities. Comments from the 27 participants were categorized according to the main questions asked during the interviews, with similar comments aggregated per category. Comparisons made by professional role and level of implementation regarding inclusive education revealed several concurring statements as well as some discrepancies. Differences in perception of inclusive education for students with severe disabilities across professional role and level of implementation of respondents are described. Implications for future research and inclusive educational practices are discussed.

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