Moderating Effect of Individualism and Collectivism on Relationship between Teacher Efficacy and Burnout in Elementary School Teachers

2017 ◽  
Vol 15 (2) ◽  
pp. 19-37
Author(s):  
Tae hun Kim ◽  
Minjeong Kim
Keyword(s):  
Elementary School ◽  
Teacher Efficacy ◽  
Elementary School Teachers ◽  
Moderating Effect ◽  
School Teachers ◽  
Individualism And Collectivism

Comparing Canadian Generalist and Specialist Elementary School Teachers’ Self-Efficacy and Barriers Related to Physical Education Instruction

2021 ◽  
Vol 40 (1) ◽  
pp. 10-20 ◽  
Author(s):  
Stephanie Truelove ◽  
Andrew M. Johnson ◽  
Shauna M. Burke ◽  
Patricia Tucker
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Teacher Efficacy ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
Teaching Quality ◽  
School Teachers ◽  
Significant Difference ◽  
Generalist Teachers

Purpose: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers’ self-efficacy to teach and the barriers perceived when teaching PE. Methods: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. Results: Specialist teachers’ self-efficacy (n = 296) was significantly higher (p < .05) than that of generalist teachers (n = 818). Gender was found to predict teachers’ self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. Discussion/Conclusion: This study highlights the gap between generalists’ and specialists’ self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary.

scholarly journals USIA DAN PENGALAMAN MENGAJAR TERHADAP TEACHER EFFICACY DI SEKOLAH DASAR DENGAN KURIKULUM 2013

2015 ◽  
Vol 4 (2) ◽  
pp. 43-48
Author(s):  
FITRI LESTARI ISSOM ◽  
DEFI AMELIA
Keyword(s):  
Elementary School ◽  
Teacher Efficacy ◽  
Elementary School Teachers ◽  
Quantitative Method ◽  
Teaching Experience ◽  
School Teachers ◽  
Sense Of Efficacy ◽  
Resultant Effect ◽  
Effect Of Age ◽  
Data Processing Methods

Age and teaching experience are part of the factors that affect teacher efficacy. This study aims to determine the effect of age and teaching experience on teacher efficacy in elementary school teachers who teach using Curriculum 2013. The number of samples in this study were 83 teachers who teach using the 2013 curriculum in North Jakarta. This research uses quantitative method with psychology scale. The preferred scale used to measure teacher efficacay seen from the age and experience of teaching teachers is Teacher Sense of Efficacy Scale (TSES). Data processing methods used in testing the research hypothesis is by multiple regression analysis. The results of this study indicate that there is a significant effect of age and teaching experience on teacher efficacy in elementary school teachers in North Jakarta with 0,018 (<0.05). The resultant effect 90.5 % Influenced beyond age and teaching experience.

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