AN ANALYSIS ON THE RELATIONSHIP BETWEEN PRIMARY SCHOOL TEACHERS' SELF-EFFICACY B

The purpose of this study is to identify the relationship between teacher leadership behaviour and teacher efficacy. This study uses quantitative methods that apply the survey approach. The population of the study is 1398 primary school teachers in Kuala Nerus district, Terengganu. The sample consists of 130 teachers. Instructional study of leadership principals consists of 49 items. This instrument of principal’s leadership behaviour consists of 49 items which measured using the five-point Likert scale. The teacher's self-efficacy dimension consists of three dimensions consisting of 12 overall items which measured using a nine-point Likert scale. The teacher's self-efficacy instrument has a Cronbach Alpha 0.92 coefficient and teacher leadership behavioural instrument 0.91. The data of this study were analysed by using inferential statistic i.e. correlation. The findings show that there is a significant and positive correlation between the principal’s leadership behaviour with the level of self-efficacy of the teacher. The finding of this study explains that the principal’s leadership behaviour is also seen as one of the catalysts acting as a medium to ensure teachers are always committed to performing their duties as educators and remain motivated throughout the service.

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Teachers’ commitment, self-efficacy and job satisfaction as communicated by trained teachers

Management in Education ◽

10.1177/08920206211019400 ◽

2021 ◽

pp. 089202062110194

Author(s):

Aida Mokhtar ◽

Vatimetou Mokhtar Maouloud ◽

Asafa Kafayat Omowunmi ◽

Mohamad Sahari bin Nordin

Keyword(s):

Job Satisfaction ◽

Primary School ◽

Self Efficacy ◽

Primary Schools ◽

Mediating Effect ◽

School Teachers ◽

Primary School Teachers ◽

Validated Questionnaire ◽

The Relationship

The aim of the paper is to establish the mediating role of teachers’ self-efficacy in the relationship between teachers’ job satisfaction and teachers’ commitment of primary school teachers in Malaysia. Although several scholars have established the relationship between teachers’ commitment and job satisfaction, this is the first study that tests the mediating effect of self-efficacy in the relationship of job satisfaction and teachers’ commitment in primary schools in Malaysia using motivation-hygiene theory. The research study used a validated questionnaire on a sample of 984 teachers and the research questions in the study were addressed by using structural equation modelling. The findings were that self-efficacy significantly mediated the relationship between primary school teachers’ commitment and job satisfaction, both teachers’ commitment and self-efficacy had significant and direct impacts on the job satisfaction of primary school teachers and the presence of self-efficacy enhanced teachers’ commitment and improved the job satisfaction of primary school teachers in Malaysia. It is clear that teachers needed to be communicated on the importance of having greater self-efficacy for better commitment and job satisfaction. As the study used a cross-sectional research design that was quantitative-oriented, in future, interviews could be adopted for a more inductive examination of teachers’ job satisfaction, self-efficacy and commitment. The primary schools in Malaysia should consider the role of self-efficacy in improving job satisfaction among teachers in Malaysia by adopting strategies that would enhance teachers’ self-efficacy so as to spur them to perform better at their jobs.

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PEDAGOGICAL PRACTICE AS AN EFFECTIVE MEANS OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2020-2.1728-5496.34 ◽

2020 ◽

Vol 66 (2) ◽

pp. 198-204

Author(s):

A.A. Kdyrbaeva ◽

◽

E.V. Ryabova ◽

A.O. Abdykadyrov ◽

◽

...

Keyword(s):

Primary School ◽

Professional Training ◽

Effective Means ◽

Special Role ◽

Pedagogical Practice ◽

Creative Activity ◽

School Teachers ◽

Primary School Teachers ◽

The University ◽

The Relationship

This article analyzes the problem of organizing the practice of students-future teachers of primary education in the University, describes the pedagogical conditions for the success and effectiveness of its implementation. The purpose of the article is to identify and justify the relationship between the student's creative activity and continuous practice during the entire period of study at the University. It is shown that pedagogical practice has a special role in preparing future primary school teachers for professional work, since practice generates a desire to discover new things, arouses interest in the studied, and forms students ' complete ideas about pedagogical activity, about the real ways of its knowledge and development.

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

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.11.2 ◽

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.

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