scholarly journals Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being

2016 ◽  
Vol 86 (4) ◽  
pp. 981-1015 ◽  
Author(s):  
Marjolein Zee ◽  
Helma M. Y. Koomen
Keyword(s):  
Self Efficacy ◽  
Academic Adjustment ◽  
Well Being ◽  
Classroom Processes ◽  
Teacher Self Efficacy

scholarly journals Kernel Causality Among Teacher Self-Efficacy, Job Satisfaction, School Climate, and Workplace Well-Being and Stress in TALIS

2021 ◽  
Vol 12 ◽  
Author(s):  
Xue Zhang ◽  
Chunyang Zhao ◽  
Yuqiao Xu ◽  
Shanhuai Liu ◽  
Zhihui Wu
Keyword(s):  
Job Satisfaction ◽  
School Climate ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Well Being ◽  
Individual Characteristics ◽  
Response Style ◽  
Extreme Response Style ◽  
Extreme Response ◽  
Teacher Self Efficacy

Teachers play an important role in the educational system. Teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress are four individual characteristics shown to be associated with tendency to turnover. In this article, data from the Teaching and Learning International Survey (TALIS) 2018 teacher questionnaire are analyzed, with the goal to understand the interplay amongst these four individual characteristics. The main purposes of this study are to (1) measure extreme response style for each scale using unidimensional nominal response models, and (2) investigate the kernel causal paths among teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress in the TALIS-PISA linked countries/economies. Our findings support the existence of extreme response style, the rational non-normal distribution assumption of latent traits, and the feasibility of kernel causal inference in the educational sector. Results of the present study inform the development of future correlational research and policy making in education.

scholarly journals The Interactive Effects of Personal Resources on Teachers’ Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach

2020 ◽  
Vol 17 (7) ◽  
pp. 2170
Author(s):  
Sergio Mérida-López ◽  
Natalio Extremera ◽  
Nicolás Sánchez-Álvarez
Keyword(s):  
Emotional Intelligence ◽  
Work Engagement ◽  
Self Efficacy ◽  
Current Knowledge ◽  
Well Being ◽  
Interactive Effects ◽  
Equation Modeling ◽  
Moderator Effect ◽  
Personal Resource ◽  
Teacher Self Efficacy

This research contributes to the current knowledge on teacher well-being by examining an integrated model with a personal resource (i.e., emotional intelligence) explaining teacher withdrawal intention through a mediator (i.e., work engagement) and considering the moderator effect of a second personal resource (i.e., teacher self-efficacy) in this relationship. Adopting a cross-sectional design, a total of 702 teachers (63.2% female) working at different educational levels took part in this study. The results showed that emotional intelligence and teacher self-efficacy were positively related to work engagement and negatively related to withdrawal intentions. Most importantly, the results demonstrated support for the hypothesized model—that is, teacher self-efficacy moderated the relationship between emotional intelligence and work engagement. Taken together, our findings highlight both emotional intelligence and teacher self-efficacy as positive individual resources for increased work engagement and reduced withdrawal intentions. This study has implications for the development of intervention programs aiming at increasing occupational well-being in educational settings.

scholarly journals Vietnamese EFL teacher self-efficacy in practice

2021 ◽  
Author(s):  
◽  
Ha Hoang
Keyword(s):  
Phase I ◽  
Self Efficacy ◽  
Teaching Practice ◽  
Cultural Influences ◽  
Well Being ◽  
Future Research ◽  
Tertiary Level ◽  
Validated Questionnaire ◽  
Efl Teacher ◽  
Teacher Self Efficacy

<p>Research has shown the importance of understanding self-efficacy and teacher self-efficacy. In general, self-efficacy influences humans’ actions in various ways. Efficacy expectations control the degree of effort and persistence that people expend in dealing with obstacles and unexpected situations. These expectations also impact people’s thought patterns and emotional reactions. These influences make self-efficacy a strong determinant of the level of accomplishment that individuals finally attain. For teachers, self-efficacy influences not only their general perception about teaching but also their specific instructional activities.  This research aimed to provide insights into Vietnamese English as a Foreign Language (EFL) teacher self-efficacy at the tertiary level in Vietnam. Firstly, this study collected data in the form of teacher self-efficacy profiles using an adapted version of the Teacher Sense of Efficacy Scale (Tschannen-Moran and Hoy, 2001) and demographic information. Then, it investigated the sources of Vietnamese EFL tertiary teacher self-efficacy and the interaction among these sources. In addition, this study examined the personal, classroom, institutional, and cultural influences on teacher self-efficacy. The research also investigated the relationship between teacher self-efficacy and the teachers’ teaching practices. As teacher self-efficacy closely relates to teacher well-being, teacher burn out, persistence, commitment, and teaching practice and has a close relationship with student outcomes and student motivation, a better understanding of self-efficacy has the potential to improve the teaching and learning English in the research university in Vietnam. A sequential exploratory mixed methods design was selected for this study. The data were collected in two phases. In the quantitative phase, I adapted a validated questionnaire to gather quantitative information about 52 teachers’ self-efficacy profiles across three aspects: managing the classroom, engaging students, and using instructional strategies. In the following qualitative phase, I purposively selected eight teachers with a range of total self-efficacy scores. These teachers came from three groups. They were grouped according to lower, medium and higher total self-efficacy scores from the questionnaire. I interviewed each of these teachers prior to observing their teaching in their class. Then, the teachers were interviewed again about particular incidents in their class with a focus on recalling what influenced their actual teaching. Data from both interviews were collated and analyzed thematically across each group to address the research questions.  This study has provided a view of the self-efficacy of EFL teachers, a distinctive subject at the tertiary level in Vietnam. The research found that the results from Tschannen-Moran and Hoy’s (2001) scale measuring teacher self-efficacy were not linked to how each group of teachers performed in their classes. Individual elements such as teachers’ personal characteristics and knowledge, classroom and institutional issues like class size and availability of classroom equipment influenced the teachers’ self-efficacy in their classroom practices. Self-efficacy was also influenced by institutional policies about professional and personal collegiality, the autonomy of the teachers to make decisions about matters such as assessment, and student and staff feedback about teaching. Self-efficacy was also impacted by Vietnamese cultural elements such as teachers’ roles outside of their profession and how the teachers evaluated feedback about their teaching from students, colleagues and administrators. This study highlights the dynamic interaction among the sources of teacher self-efficacy.  The findings have implications for enhancing teacher self-efficacy, by improving teacher knowledge, providing relevant professional development, and increasing support from administrators. There are recommendations for future research.</p>

scholarly journals Teachers’ self-efficacy: Associations with teacher and student characteristics and effects of the anger management intervention, the Mini-Diamond

2021 ◽  
Vol 2 (2) ◽  
pp. 166-176
Author(s):  
Janni Niclasen ◽  
◽  
Thea Toft Amholt ◽  
Rhonwyn Carter ◽  
Jesper Dammeyer ◽  
...  
Keyword(s):  
Self Efficacy ◽  
School Connectedness ◽  
Well Being ◽  
Demographic Characteristics ◽  
School Intervention ◽  
Management Intervention ◽  
School Based ◽  
Danish Version ◽  
School Based Interventions ◽  
Teacher Self Efficacy

Teacher self-efficacy (TSE) is the term used for teachers’ beliefs about their capacity to positively influence students’ learning and social environment. How TSE influences incidences of teacher burnout and student academic achievement has been the focus of previous research. Studies investigating the associations between TSE and socio-demographic characteristics are sparse, and little is known about the possible effects of school-based interventions on TSE. In order to address these areas of research, the aims of this study were twofold. First, the study examined associations between TSE and a) teachers’ socio-demographic characteristics, and b) student’s school-related well-being. Secondly, we investigated the effect of a school-based angermanagement intervention, the Mini-Diamond, on TSE. Students from grades 0 to 2 and their teachers, from all schools in two Danish municipalities, participated in the study. Teachers completed two questionnaires, including the Danish version of the Teacher Self-Efficacy Scale and a questionnaire on socio-demographic characteristics. All students filled out a school well-being questionnaire. The questionnaires were completed prior to and after the intervention. Positive associations were found between TSE and teachers’ age, showing that the older the teacher, the higher the TSE. Furthermore, positive associations between TSE and years of experience, as well as TSE and students’ school connectedness, were found. No effects were found of the school intervention on TSE.

scholarly journals Vietnamese EFL teacher self-efficacy in practice

2021 ◽  
Author(s):  
◽  
Ha Hoang
Keyword(s):  
Phase I ◽  
Self Efficacy ◽  
Teaching Practice ◽  
Cultural Influences ◽  
Well Being ◽  
Future Research ◽  
Tertiary Level ◽  
Validated Questionnaire ◽  
Efl Teacher ◽  
Teacher Self Efficacy

<p>Research has shown the importance of understanding self-efficacy and teacher self-efficacy. In general, self-efficacy influences humans’ actions in various ways. Efficacy expectations control the degree of effort and persistence that people expend in dealing with obstacles and unexpected situations. These expectations also impact people’s thought patterns and emotional reactions. These influences make self-efficacy a strong determinant of the level of accomplishment that individuals finally attain. For teachers, self-efficacy influences not only their general perception about teaching but also their specific instructional activities.  This research aimed to provide insights into Vietnamese English as a Foreign Language (EFL) teacher self-efficacy at the tertiary level in Vietnam. Firstly, this study collected data in the form of teacher self-efficacy profiles using an adapted version of the Teacher Sense of Efficacy Scale (Tschannen-Moran and Hoy, 2001) and demographic information. Then, it investigated the sources of Vietnamese EFL tertiary teacher self-efficacy and the interaction among these sources. In addition, this study examined the personal, classroom, institutional, and cultural influences on teacher self-efficacy. The research also investigated the relationship between teacher self-efficacy and the teachers’ teaching practices. As teacher self-efficacy closely relates to teacher well-being, teacher burn out, persistence, commitment, and teaching practice and has a close relationship with student outcomes and student motivation, a better understanding of self-efficacy has the potential to improve the teaching and learning English in the research university in Vietnam. A sequential exploratory mixed methods design was selected for this study. The data were collected in two phases. In the quantitative phase, I adapted a validated questionnaire to gather quantitative information about 52 teachers’ self-efficacy profiles across three aspects: managing the classroom, engaging students, and using instructional strategies. In the following qualitative phase, I purposively selected eight teachers with a range of total self-efficacy scores. These teachers came from three groups. They were grouped according to lower, medium and higher total self-efficacy scores from the questionnaire. I interviewed each of these teachers prior to observing their teaching in their class. Then, the teachers were interviewed again about particular incidents in their class with a focus on recalling what influenced their actual teaching. Data from both interviews were collated and analyzed thematically across each group to address the research questions.  This study has provided a view of the self-efficacy of EFL teachers, a distinctive subject at the tertiary level in Vietnam. The research found that the results from Tschannen-Moran and Hoy’s (2001) scale measuring teacher self-efficacy were not linked to how each group of teachers performed in their classes. Individual elements such as teachers’ personal characteristics and knowledge, classroom and institutional issues like class size and availability of classroom equipment influenced the teachers’ self-efficacy in their classroom practices. Self-efficacy was also influenced by institutional policies about professional and personal collegiality, the autonomy of the teachers to make decisions about matters such as assessment, and student and staff feedback about teaching. Self-efficacy was also impacted by Vietnamese cultural elements such as teachers’ roles outside of their profession and how the teachers evaluated feedback about their teaching from students, colleagues and administrators. This study highlights the dynamic interaction among the sources of teacher self-efficacy.  The findings have implications for enhancing teacher self-efficacy, by improving teacher knowledge, providing relevant professional development, and increasing support from administrators. There are recommendations for future research.</p>

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.

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