scholarly journals I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science

2019 ◽  
Vol 10 ◽  
Author(s):  
Nani Teig ◽  
Ronny Scherer ◽  
Trude Nilsen
Keyword(s):  
Self Efficacy ◽  
Time Constraints ◽  
Cognitive Activation ◽  
Role Of Teachers

Helping students with LD to succeed: the role of teachers’ hope, sense of coherence and specific self-efficacy

2013 ◽  
Vol 28 (4) ◽  
pp. 427-439 ◽  
Author(s):  
Uzi Levi ◽  
Michal Einav ◽  
Ilana Raskind ◽  
Orit Ziv ◽  
Malka Margalit
Keyword(s):  
Sense Of Coherence ◽  
Self Efficacy ◽  
Students With Ld ◽  
Role Of Teachers

scholarly journals The Role of Teachers’ Emotional Intelligence and Self-Efficacy in Decreasing Students’ Separation Anxiety Disorder

2016 ◽  
Vol 9 (4) ◽  
pp. 185 ◽  
Author(s):  
Shiva Masoumparast
Keyword(s):  
Self Efficacy ◽  
Separation Anxiety ◽  
Teaching Profession ◽  
Separation Anxiety Disorder ◽  
School Students ◽  
Teacher Student ◽  
Significant Difference ◽  
Post Test ◽  
Role Of Teachers

<p class="apa">Background: teachers are as responsible for personal progress of children as parents are for their nurturing. The purpose of this study is to examine the role of EI and self-efficacy of teachers in reduced SAD of primary school students in Tehran. In other words, this study evaluates the effective role of teachers in reducing SAD in students. Methods: This study used a descriptive-correlational methodology. The sample consisted of 345 teachers and 280 students with SAD selected by stratified proportional to size sampling by Cochran formula. Bar-on’s EQ-i, Schwarzer’s GSE and evaluation forms were used to evaluate teachers; Espada’s CSAS and Spence Children’s Anxiety Scale (SCAS) were used to measure SAD in children. Finally, post-test was taken from students with SAD.Results: The results showed a significant positive correlation between EI and self-efficacy of teachers. On the other hand, EI and self-efficacy of teachers significantly influenced students, so that a significant difference was found in the pre-test and post-test scores of students. SAD significantly decreased in students. Conclusion: positive teacher-student interactions can reduce the symptoms of SAD in students. Thus, teaching profession is a serious responsibility which should not be considered only as a job.</p>

scholarly journals HUBUNGAN ANTARA EFIKASI DIRI DAN PERAN GURU DENGAN BELAJAR BERDASAR REGULASI DIRI PADA AKSELERAN

2019 ◽  
Vol 7 (2) ◽  
pp. 145-160
Author(s):  
Andi Muthia Sari Handayani
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Public High Schools ◽  
Total Contribution ◽  
The Public ◽  
Independent Variables ◽  
Self Regulated Learning ◽  
Role Of Teachers ◽  
High Level

This research is a quantitative approach with the aim at knowing: (1). The relationship between self-efficacy and the role of the teacher by learning based on self-regulation. (2). The contribution given by self-efficacy and the role of teachers in self-regulation based learning. (3). Levels of self-efficacy and the role of teachers in learning based on self-regulation. The subject of this study was acceleration in one of the Public High Schools in Surakarta as many as 115 people. This study is a principled study on population studies. Based on the results and analysis using multiple regression it is known that the correlation coefficient R = 0.375 (p = 0.000: p <0.05), which means that there is a significant relationship between self-efficacy and the role of teachers with self-regulation. The total contribution given by the two independent variables in this study amounted to 14.1%, and for both categorizations the independent variables namely self-efficacy and the role of the teacher were at a high level, and the dependent variable of learning based on self-regulation was at a very high level. Key word: Self-Regulated Learning, Self-Efficacy, The Role of Teachers

scholarly journals The Role of Teachers in Reflective Teaching in the Classroom

2020 ◽  
Vol 8 (3) ◽  
pp. 30-33
Author(s):  
Ganesan Shanmugavelu ◽  
Balakrishnan Parasuraman ◽  
Rajoo Arokiasamy ◽  
Baskaran Kannan ◽  
Manimaran Vadivelu
Keyword(s):  
School Culture ◽  
Teaching And Learning ◽  
Journal Writing ◽  
Strong Support ◽  
Reflective Writing ◽  
Reflective Teaching ◽  
Time Constraints ◽  
Role Of Teachers ◽  
Assessment Problems

The aim of this study is to discuss the role of teachers in reflective teaching. The scope of this study is focused on explanations of reflective teaching from three experts. Reflective teaching is a holistic thought that enables a teacher to make choices and take alternative actions and allows teachers to think to improve teaching and learning decisions in the classroom. This study also discusses critical situations that can be created for good reflection practices such as strong support from the administration, reflection opportunities, collaboration with colleagues, storage of teaching portfolios and reflective writing, or journal writing. Reflective teaching also faces several constraints, such as time constraints, school culture, and assessment problems.

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