scholarly journals School Violence and Teacher Professional Engagement: A Cross-National Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Youcai Yang ◽  
Lixia Qin ◽  
Ling Ning
Keyword(s):  
School Violence ◽  
Self Efficacy ◽  
National Study ◽  
Cultural Perspective ◽  
Related Factors ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Professional ◽  
Teacher Self Efficacy ◽  
The Impact

School violence research has mainly focused on the impact on students. Very few studies, even fewer from a cross-cultural perspective, have examined the relationships between school violence and teacher professional engagement, and the role played by teacher self-efficacy and school climate related factors. The present study utilizes a SEM research methodology to analyze the 2013 TALIS data. The purpose is to understand and compare the relationships in four different cultural contexts; the U.S., England, South Korea, and Mexico. Results indicate, on average, that the significant and negative impacts of school violence on teacher professional engagement are partly mediated by teacher self-efficacy. The negativity of school violence is significantly alleviated by enhancing participation among school stakeholders and improving teacher–student relationships. The relationships among the factors apply across all four cultural systems, though, the effects of factors and variables vary to a degree. The paper also discusses other relevant issues and differences as well as their implications.

scholarly journals Reinforcing Indonesian EFL Teacher Self-Efficacy: Accomplishing the Responsibilities and Avoiding Absenteeism

2018 ◽  
Vol 10 (1) ◽  
pp. 956-965
Author(s):  
Raga Driyan Pratama ◽  
Lies Amin Lestari ◽  
Syafi’ul Anam
Keyword(s):  
Self Efficacy ◽  
Teacher Absenteeism ◽  
Theoretical Contribution ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Professional Development Model ◽  
Teacher Professional ◽  
Teacher Self Efficacy ◽  
To Come ◽  
Teaching Responsibilities

Indonesian EFL teachers are currently facing many oppressive burdens regarding their profession. They are commanded to conduct effective English teaching as part of their pedagogical responsibility including constructing an English milieu at school. In other sides, they are required to cope with non-pedagogical tasks which are likely in a form of administrative things. Moreover, they are mandated to conduct several events and publish papers in accredited journals, of which those tasks can seize up their teaching responsibilities. Such phenomena can tragically cause the presence of teacher burnout that further shrinks their eagerness to perform better. The condition might also influence their self-willingness to commit with teacher absenteeism or even an early retirement as a result of teachers’ handling-capacity overload. Therefore, this study proposes a theoretical contribution that reinforcing teacher self-efficacy can be a penetration to make a robust teachers’ eagerness to perform better pedagogical and non-pedagogical responsibilities. This study is also supplemented with a teacher professional development model as an effort to reinforce teacher self-efficacy. Further, this study is expected to come in useful for Indonesian government to effectively hold certain programs in connection with enhancing Indonesian EFL teacher self-efficacy.

scholarly journals THE IMPACT OF TEACHER SELF-EFFICACY ON TEACHING TECHNIQUES: TRADITIONAL OR CONTEMPORARY?

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Ümit Levent Değirmencioğlu
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Teaching Techniques ◽  
Factors Affecting ◽  
Efl Teachers ◽  
Teacher Self Efficacy ◽  
The Impact

There are countless factors that impact the process of second language learning and teaching in both positive and negative ways. These factors are not limited to only student-oriented factors since some of them might stem from teachers themselves as well. One of the teacher-oriented factors that shape the learning/ teaching process is teacher’s levels of self-efficacy. For decades, teacher self-efficacy has been holding its position as being one of the most popular topics of investigation. Many studies have been conducted to further understand its effect on classroom environment. These studies have put forward a great deal of invaluable findings. However, only a few examined its effects on teaching methods and techniques used in the classroom. The present study set out to investigate this issue by collecting data from 64 EFL teachers, using both quantitative and qualitative methods with a three-staged survey. The findings showed: 1) Turkish EFL teachers have moderately high teacher self-efficacy, 2) age and gender are not factors affecting teacher self-efficacy while teaching experience is, 3) teachers with high self-efficacy use more modern techniques in their lessons and 4) high self-efficacy leads teachers to more implementations of communicative and collaborative tasks. The findings have numerous implications for further research that will be conducted in Turkey as they shed light on the relationship between teacher self-efficacy and teaching methods. Teachers of foreign languages should also be aware of the teaching implications that have been suggested throughout the study and criticize their teaching techniques in terms of traditional or contemporary, by bearing in mind their levels of self-efficacy. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" /></p>

scholarly journals Students' Perceptions of Classroom Management Practices of Native and Local Foreign Language Teachers in a Turkish University: A Cultural Perspective

2021 ◽  
Vol 11 ◽  
Author(s):  
Şöheyda Göktürk ◽  
Elif Abat ◽  
Özlem Şişmanoğlu Kaymaz
Keyword(s):  
Classroom Management ◽  
Management Practices ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Cultural Perspective ◽  
Cultural Backgrounds ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Student Focus ◽  
Main Component

Being closely related to culture, classroom management is a main component of effective teaching. In this study, the perceptions that Turkish university students have of classroom management practices of teachers from their own culture and other cultures (North America and England) are explored. The main purpose of the study is to understand how the cultural backgrounds of students and teachers are reflected in the expectations and practices regarding classroom management. The study was designed as a qualitative instrumental case study. The data were gathered through classroom observations and student focus groups from 53 students from the School of Foreign Languages of a large state university with respect to the classroom management practices of five native and five local teachers. The results revealed that students' perceptions of classroom management practices of local and native teachers differed in terms of classroom discipline, teacher-student relationships, and pedagogical practices. Students' expectations of discipline and teaching styles also varied in relation to their cultural backgrounds. Overall, the findings of this research are important in showing the interaction of classroom management with culture and in providing data for future qualitative research.

Understanding the Links between Mentoring and Self-Efficacy in the New Generation of Women STEM Scholars

2010 ◽  
pp. 97-117 ◽  
Author(s):  
Elizabeth Yost ◽  
Donna M. Handley ◽  
Shelia R. Cotten ◽  
Vicki Winstead
Keyword(s):  
Self Efficacy ◽  
Mentoring Programs ◽  
National Study ◽  
Stem Fields ◽  
New Faculty ◽  
Gender Inequity ◽  
Mentoring Practices ◽  
Using Data ◽  
New Generation ◽  
The Impact

American colleges and universities are in need of innovative approaches to recruit and retain the upcoming generation of new faculty members. Specifically within the STEM (Science, Technology, Engineering, and Math) fields, there is an additional need to focus on meeting the needs of women in order to begin to address gender inequity within STEM. This chapter examines the impact of mentoring on self-efficacy for female graduate students and post doctoral fellows in STEM fields. Using data from a national study of selected U.S. academic institutions, recommendations are made in order to enhance mentoring practices that will reduce the barriers women face within STEM fields. Quality mentoring programs represent a viable way to enhance institutional change that may result in increased numbers of women in STEM fields.

Lineages, Loudspeakers, and Labourers

2020 ◽  
pp. 111-148
Author(s):  
Ali Khan Mahmudabad
Keyword(s):  
Case Studies ◽  
North India ◽  
Cultural Changes ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Radio Broadcasting ◽  
The Impact

Chapter 3 will also use a set of mushā‘irahs held in small and large towns across north India in order to illustrate the continuing material, structural, and cultural changes. The impact of radio broadcasting, ease of travel, dispersed forms of patronage, changing relevance of ustād–shāgird (teacher–student) relationships, and response to changing political contexts will all form the basis of this chapter. It is structured as a series of case studies in order to present the nuanced and rich details of the mushā‘irah, particularly since there is no extant work in this field and this book hopes to provide a foundation on which scholars may build further.

scholarly journals Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement

2017 ◽  
Vol 4 (1) ◽  
pp. 48 ◽  
Author(s):  
Khurram Shahzad ◽  
Sajida Naureen
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Human Performance ◽  
Positive Impact ◽  
Pearson Correlation ◽  
School Students ◽  
Teacher Self Efficacy ◽  
The Impact

<p>The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60) secondary school teachers and a hundred (100) secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students’ academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.</p>

scholarly journals Exploring the Influence of Teacher-Student Interaction on University Students’ Self-Efficacy in the Flipped Classroom

2021 ◽  
Vol 10 (2) ◽  
pp. 84
Author(s):  
Lin Li ◽  
Shanshan Yang
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Teaching Quality ◽  
Student Interaction ◽  
Student Centered Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact

The purpose of this study is to explore the impact of teacher-student interaction on undergraduate students&rsquo; self-efficacy in a Chinese university setting. Students came from natural science, management, economics, medicine, engineering and humanities. The empirical results demonstrate that teacher-student interaction has positive impact on students&rsquo; self-efficacy and their preference of the flipped classroom. Furthermore, the positive relationship between teacher-student interaction and students&rsquo; self-efficacy is partially mediated by students&rsquo; preference of the flipped classroom. Educators should focus on student-centered learning and motivate students&rsquo; preference of the flipped classroom. Students should be encouraged to actively participate in the flipped learning as well. It contributes to the reform of the flipped classroom and improvement of teaching quality in the universities.

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