Examination of the Relationship between Competencies of Candidate Teachers in Classroom Management and Teacher Efficacy

2018 ◽

Vol 46 (4) ◽

pp. 529-540 ◽

Cited By ~ 5

Author(s):

Kyung Ryung Kim ◽

Eun Hee Seo

Keyword(s):

Academic Achievement ◽

Teacher Efficacy ◽

Classroom Management ◽

Meta Analysis ◽

Teaching Experience ◽

Student Academic Achievement ◽

Years Of Teaching Experience ◽

Efficacy Measures ◽

The Mean ◽

The Relationship

We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.

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Teachers’ subjective happiness and self-efficacy in Dominican Republic and Spain

European Journal of Investigation in Health, Psychology and Education ◽

10.1989/ejihpe.v3i3.50 ◽

2013 ◽

Vol 3 (3) ◽

pp. 277-288

Author(s):

Teresa Perandones González ◽

Lucía Herrera Torres ◽

Asunción Lledó Carreres

Keyword(s):

Teacher Efficacy ◽

Dominican Republic ◽

Classroom Management ◽

Self Efficacy ◽

Three Dimensions ◽

Subjective Happiness ◽

Educational Levels ◽

Professional Challenges ◽

Positive Correlations ◽

The Relationship

This study examines the relationship between subjective happiness levels and teacher self-efficacy in a sample of 454 teachers at all educational levels (from kindergarten to University) of Dominican Republic and Spain. To do this, we used the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999), which assesses the general happiness, and Teachers’ Sense of Teacher Efficacy Scale (Tschannen-Moran & Woolfolk, 2001), which measures three dimensions: Efficacy in Student Engagement, Efficacy in Instructional Practices, and Efficacy in Classroom Management. The results show significant and positive correlations between subjective happiness scores and the three dimensions of teacher efficacy. Also, the Dominican population obtains higher scores than the Spanish population in all constructs analyzed. Depending on the results found, which corroborate previous research in the field of positive psychology (Seligman & Csikszentmihalyi, 2000), we propose the incorporation of emotional education training plans for teachers, since subjective happiness as part of individual emotions, is a factor with high positive implications for successfully carrying out professional challenges posed by the task of education.

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Teachers’ subjective happiness and self-efficacy in Dominican Republic and Spain

European Journal of Investigation in Health, Psychology and Education ◽

10.3390/ejihpe3030025 ◽

2013 ◽

Vol 3 (3) ◽

pp. 277-288

Author(s):

Teresa Perandones González ◽

Lucía Herrera Torres ◽

Asunción Lledó Carreres

Keyword(s):

Teacher Efficacy ◽

Dominican Republic ◽

Classroom Management ◽

Self Efficacy ◽

Three Dimensions ◽

Subjective Happiness ◽

Educational Levels ◽

Professional Challenges ◽

Positive Correlations ◽

The Relationship

This study examines the relationship between subjective happiness levels and teacher self-efficacy in a sample of 454 teachers at all educational levels (from kindergarten to University) of Dominican Republic and Spain. To do this, we used the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999), which assesses the general happiness, and Teachers’ Sense of Teacher Efficacy Scale (Tschannen-Moran & Woolfolk, 2001), which measures three dimensions: Efficacy in Student Engagement, Efficacy in Instructional Practices, and Efficacy in Classroom Management. The results show significant and positive correlations between subjective happiness scores and the three dimensions of teacher efficacy. Also, the Dominican population obtains higher scores than the Spanish population in all constructs analyzed. Depending on the results found, which corroborate previous research in the field of positive psychology (Seligman & Csikszentmihalyi, 2000), we propose the incorporation of emotional education training plans for teachers, since subjective happiness as part of individual emotions, is a factor with high positive implications for successfully carrying out professional challenges posed by the task of education.

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