scholarly journals Comparison of Self-Efficacy beliefs of Urdu and English Teachers on the Basis of Job Designation

2021 ◽  
Vol VI (I) ◽  
pp. 55-63
Author(s):  
Muhammad Arshad ◽  
Rashid Minas ◽  
Namra Munir
Keyword(s):  
Secondary Schools ◽  
Random Sample ◽  
Teaching Methods ◽  
Self Efficacy ◽  
New World ◽  
English Teachers ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Multi Stage ◽  
Sample Method

The decision of the Punjab Government to change teaching methods from Urdu to English has disturbed the students. They displayed less faith in their capacities and encountered difficulties adapting to the new world and providing students with education effectively. The thesis aims to examine schoolteachers self-efficacy and compare them based on career designation, i.e. PST, EST, SST or other. The sample of teachers who taught Urdu or English to Grade 1 to 10. The survey method used to collect data, and the multi-stage random sample method was stratified. Consequently, 452 taught English and 412 Urdu selected randomly from primary, elementary and secondary schools. The study concluded that Urdu teachers had a higher degree of automatic effectiveness than English teachers did on the total TSES scores and three instrument subscales.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

scholarly journals RELATIONSHIP BETWEEN SELF-EFFICACY AND MARITAL SATISFACTION OF MARRIED TEACHERS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Ada Anyamene ◽  
Chinyelu Nwokolo ◽  
Anulika Valentina Etele
Keyword(s):  
Marital Satisfaction ◽  
Secondary Schools ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Sampling Procedure ◽  
Marriage Therapy ◽  
Anambra State ◽  
Multi Stage ◽  
Research Questions

Marriages being a legal union between a man and a woman that is supposed to produce a satisfactory relationship in which the couple involved can experience marital satisfaction. This study sought to determine the relationship between self-efficacy and marital satisfaction of married teachers in Anambra state. Three research questions were formulated to guide the study while one null hypothesis was tested at 0.05 level of significance. Correlational research design was used in conducting the study. A sample size of 1,344 married teachers was drawn from a population of 6,987 married teachers in Anambra state public secondary schools. A multi-stage sampling procedure was followed selecting the sample. Two instruments: General Self-efficacy Scale and Index of Marital Satisfaction (IMS) were adopted and used for data collection. The instruments are standardised measures and have the following reliability coefficient; 0.96 for IMS, 0.87 and for GSS. Data was collected through direct delivery approach. Data collected were analysed using SPSS version 23. Pearson correlation coefficients and regression analysis were used to answer research questions and test the hypotheses. Findings of the study showed among others that there is very low or no relationship existing between married teachers’ Self-efficacy belief and their marital satisfaction. Based on the findings of the study, it was recommended, among others that counselors interested in marriage therapy should empower married teachers to follow behaviour and activities that foster marital happiness through occasional lectures and counselling sessions. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" /></p>

scholarly journals English teachers' self-efficacy beliefs and students learning approaches

2015 ◽  
Vol 4 (3) ◽  
pp. 305 ◽  
Author(s):  
Farhad Mazlum ◽  
Fereshteh Cheraghi ◽  
Mahdi Dasta
Keyword(s):  
Deep Learning ◽  
Self Efficacy ◽  
Autonomy Support ◽  
First Grade ◽  
English Teachers ◽  
Efficacy Beliefs ◽  
Learning Approaches ◽  
Classroom Structure ◽  
Positive Effects ◽  
Surface Learning

<div><p class="hppag28TextAbstract">This study aimed at investigating the direct and indirect effects that teachers' self-efficacy beliefs exert on students' learning approaches via affecting their perceptions of classroom structure. The sample included 40 English teachers and 240 first-grade female students from high schools in Iran. To collect data, three questionnaires were applied: (a) Self-Efficacy Beliefs Questionnaire was answered by the teachers, and (b) Study Process Questionnaire and Survey of Classroom Structure Goals were given to the students. Path analysis revealed that, via Motivating Tasks, Mastery Evaluation, and Autonomy Support, teachers' self-efficacy beliefs had an indirect and positive effect on students' deep learning approaches but an indirect and negative effect on their surface learning approaches. Also, teachers' self-efficacy beliefs affected students' deep learning approaches directly and positively but their surface learning approaches directly and negatively.  Moreover, it was found that Motivating Tasks, Mastery Evaluation, and Autonomy Support had direct and positive effects on students' deep learning approaches but direct and negative effects on their surface learning approaches. All the relationships between model variables were statistically significant. The results tend to verify that students' perception of classroom structure plays a mediating role between teachers' self-efficacy beliefs and students' learning approaches.</p></div>

scholarly journals The Investigation of Prospective Elementary Mathematics Teachers’ Problem Posing Self-Efficacy Beliefs

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 228-237
Author(s):  
Fatma Erdoğan ◽  
Feyza Yıldız
Keyword(s):  
Academic Achievement ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Elementary Mathematics ◽  
Efficacy Beliefs ◽  
Problem Posing ◽  
Survey Method ◽  
Significant Difference

Problem-solving and posing are skills at the center of mathematics education and mathematical thinking. However, little is still known about the affective aspects of problem-posing. This study aimed to determine the level of prospective elementary mathematics teachers’ problem-posing self-efficacy beliefs and to compare their beliefs according to the variables of gender, grade, and academic achievement levels. This study was carried out by survey method. Descriptive and causal-comparative survey research design was used in this study. The study group consisted of 130 prospective teachers studying at the Elementary Mathematics Education department in a state university, located in the Eastern Anatolia Region of Turkey. Problem-Posing Self-Efficacy Beliefs Scale was used as a data collection tool. In data analysis, descriptive statistics, the independent samples t-test, and one-way analysis of variance were used. Findings of the study indicated that levels of the prospective teachers’ PP self-efficacy beliefs were high. It was found in the present study that the problem-posing self-efficacy beliefs of the prospective teachers did not differ significantly with regard to gender. Furthermore, a statistically significant difference was found between the prospective teachers’ problem-posing self-efficacy beliefs in terms of their grade and academic achievement. In the light of the research results, suggestions were presented.

scholarly journals Investigation of the Self-efficacy Beliefs of Pre-service Science Teachers in Terms of Following and Using the Innovations in the Field of Education

2017 ◽  
Vol 5 (2) ◽  
pp. 21 ◽  
Author(s):  
Hulya Dede ◽  
Zeynel Abidin Yilmaz ◽  
Nail Ilhan
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Efficacy Beliefs ◽  
Service Science ◽  
Survey Method ◽  
Research In Education ◽  
Science Teacher Training ◽  
Faculty Of Education

One of the factors influencing teachers’ and pre-service teachers’ self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers’ science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group of the study consisted of 563 pre-service science teachers enrolled in the Department of Science Teacher Training in the Faculty of Education at six universities in different regions of Turkey. The data in the study were collected using the “Science Teaching Efficacy Belief Instrument (STEBI)” developed by Riggs and Enochs (1990) and “Scale of Following and Using the Innovations in the Field of Education” (SFUIFE) developed by the researchers of this study. The data were analyzed both descriptively and predictively using SPSS. The results of the study showed that the primary resources (search engines such as google, web pages for course materials etc.) have been used and followed less than the secondary resources (conferences, symposiums, panels, workshops, thesis, and scientific articles etc.) by pre-service science teachers. In addition, it was found that following and using social media tools, thesis and scientific articles increase pre-service science teachers’ self-efficacy beliefs of science teaching.

scholarly journals THE SITUATION OF ENGLISH TEACHERS FOSTERING ACTIVITIES AT SECONDARY SCHOOLS IN KE SACH DISTRICT, SOC TRANG PROVINCE, VIETNAM

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Lan Yen Thi Mai
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
English Teachers ◽  
Foreign Languages ◽  
Survey Method ◽  
Quality Of Teaching ◽  
The Status ◽  
Learning English

<p>This article aims to provide scientific, accurate and overall information on the English teachers fostering activities at secondary schools in Ke Sach district, Soc Trang province. Via the sociological survey method and direct interview, this article has informed comprehensively about the status of teachers’ quality and students’ results in learning English, English teachers’ awareness of fostering activities, implementing teaching contents under the teaching and learning foreign languages project, as well as English teachers fostering activity methods, and forms of English teachers fostering activities of educational managers. The results of the study are the basis to improve the quality of teaching and learning foreign languages for students at secondary schools in Ke Sach district, Soc Trang province.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0951/a.php" alt="Hit counter" /></p>

scholarly journals PENGARUH EFIKASI DIRI DAN KEPUASAN KERJA TERHADAP ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) GURU SMP SWASTA SE KABUPATEN PAMEKASAN MADURA

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Hosniyah Hosniyah
Keyword(s):  
Job Satisfaction ◽  
Direct Effect ◽  
Organizational Citizenship ◽  
Junior High School ◽  
Organizational Citizenship Behavior ◽  
Self Efficacy ◽  
Citizenship Behavior ◽  
Survey Method ◽  
Junior High School Teachers ◽  
Multi Stage

The objective of this research is to obtain information about the effect of self efficacy and job satisfaction to organizational citizenship behavior (OCB) of private Junior High School teachers at Pamekasan Madura. The research was conducted by using quantitative survey method with path analysis applied in testing hypothesis. The number of 80 teachers as sample was selected by multi stage random sampling. The research conclude; (1). There is direct effect of self efficacy on the OCB. (2). There is direct effect of job satisfaction on the OCB. (3). There is direct effect of self efficacy on the job satisfaction. Therefore, OCB teachers’ will be improved by the high quality of self efficacy and job satisfaction.

Examining Relationship between Self-efficacy Beliefs of Elementary Level English Teachers and their Implementation Practices of Formative Assessment in Punjab

2020 ◽  
Vol 3 (2) ◽  
pp. 123-134
Author(s):  
Iftikhar Ahmad ◽  
Rafaqat Ali Akbar
Keyword(s):  
Formative Assessment ◽  
Self Efficacy ◽  
Curriculum Implementation ◽  
Sampling Technique ◽  
English Teachers ◽  
Optimal Level ◽  
Efficacy Beliefs ◽  
Study Data ◽  
Elementary Level ◽  
Implementation Practices

The purpose of the study was to examine curriculum implementation practices regarding formative assessment carried out by English teachers at elementary level in Punjab, and to see their relationship with their self-efficacy beliefs. The researcher used explanatory correlational research design to conduct this study. Data were collected from 576 English teachers of 288 elementary and secondary schools that were selected through multistage sampling technique. For this purpose, Teachers’ Sense of Efficacy Scale (TSES) and a self-developed Questionnaire on Curriculum Implementation Practices of Teachers (QCIPT) were used. Data were analyzed by using frequency percentages, means and Spearman correlation coefficient. The mean value revealed that implementation practices of English teachers regarding formative assessment were lesser than the optimal level. English teachers were found moderately confident in their capabilities regarding their classroom practices. A significant relationship was found between English teachers’ self-efficacy beliefs and their formative assessment practices. It was recommended that more practical work may be included in the programs to enhance their competence of curriculum implementation practices in formative assessment.

scholarly journals Self-Efficacy Belief and the Influential Coach: An Examination of Collegiate Athletes

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Erianne Weight ◽  
Megan Lewis ◽  
Molly Harry
Keyword(s):  
Teaching Methods ◽  
Self Efficacy ◽  
Sport Management ◽  
Collegiate Athletes ◽  
Efficacy Beliefs ◽  
Contextual Factor ◽  
The Body ◽  
Management Research ◽  
Efficacy Belief ◽  
Coaching Methods

Self-efficacy beliefs related to the performance of a task have been identified as strong predictors of performance success. Research has hypothesized that the most influential contextual factor in athlete self-efficacy development is the athlete-coach relationship, yet there is little research on this relationship. The purpose of this study was to examine collegiate athletes’ perceptions of the prevalence of transformative and destructive coaches, the teaching methods athletes perceive to be transformative (strengthening self-efficacy belief), and the influence of coaching methods on sport self-efficacy belief. Just over two-thirds of the athletes expressed having transformative coaches while over one-third experienced coaches they defined as destructive, with many of these coaches utilizing overtly abusive tactics. This positive and negative exposure was significantly related to athlete self-efficacy belief. Transformative coaching methods were highlighted which add to the body of sport management research by highlighting how coaches influence performance beliefs of their athletes.

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