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 Role of Teachers in Developing English Reading and Writing Skills at Elementary Level in Azad Jammu and Kashmir

2020 ◽  
Vol 1 (3) ◽  
pp. 151-160
Author(s):  
Dr. Nazir Haider Shah ◽  
Dr. Ziarab Mahmood ◽  
Dr. Muhammad Ishaq
Keyword(s):  
Writing Skills ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
English Teachers ◽  
Survey Method ◽  
Elementary Level ◽  
Jammu And Kashmir ◽  
Reading And Writing ◽  
Development Of Language

The main purpose of the study was to evaluate the role of English teachers in developing reading and writing skills at the elementary level. The study was descriptive, and the survey method was used for the collection of data. All the elementary English teachers of District Kotli were the population of the study. The researcher selected 256 teachers through a simple random sampling technique. A questionnaire-based on a five-point Likert scale was developed to collect the data from the elementary school teachers. The reliability of the instrument was measured, and it was found 0.790. The researcher applied mean and standard deviation for analyzing the data. It was found that the elementary teachers did not encourage students to use simple past tense for describing pasts events. It is recommended that for the development of language skills, teachers can use different forms of text vocabulary proficiency through classroom reading, and different forms of genres and texts. Moreover, teachers may provide different picture books and other visual and instructional material in other to encourage writing skills in elementary schools.

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 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 Issues of English Curriculum Implementation at Higher Secondary Level Schools in Pakistan

2020 ◽  
Vol 3 (2) ◽  
pp. 293-305
Author(s):  
Muhammad Saleem ◽  
Rafaqat Ali Akbar
Keyword(s):  
Curriculum Implementation ◽  
Teaching Method ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Secondary Level ◽  
English Teachers ◽  
Sentence Structure ◽  
Teaching Resources ◽  
English Curriculum ◽  
Strongly Agree

The study was aimed to examine the issues of English curriculum implementation at higher secondary level schools in Punjab. The study is quantitative in nature. The sample of the study was comprised of 429 English teachers teaching at higher secondary level schools. Stratified sampling technique was used to select the sample and one instrument was used for data collection named Issues of English Curriculum Implementation Questionnaire (IECIQ) comprised of 58 items developed by the researcher on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). The reliability of questionnaire of issues on English curriculum implementation was found .82. The instrument was also validated from 5 experts of relevant areas which assisted in refining language, clarity in items and sentence structure. The data were collected through survey research method and were analyzed by applying descriptive analysis techniques. The results of the study showed that English teachers used to face issues in English curriculum implementation at higher secondary level schools such as lack of communication skill, inappropriate teacher trainings, teaching method and methodology, multicultural society, lack of social and ethical development of students, lack of teaching resources and aids, inappropriate assessment procedures, misalignment of the content of English textbook, insufficient institutional resources, inappropriate government policies regarding English curriculum implementation and immeasurability of students learning outcomes written in English curriculum document. The results of the study suggested to give motivation to English teachers by providing attractive incentives, appropriate training programs and proper supervision of curriculum implementation of English subject.

scholarly journals An exploratory study on Turkish EFL pre-service teachers’ subjective wellbeing

2021 ◽  
Vol 53 (1) ◽  
pp. 121-150
Author(s):  
Gökçe Kurt ◽  
Burcu Demir ◽  
Derin Atay
Keyword(s):  
Self Efficacy ◽  
English Language ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Study Data ◽  
English Language Teaching ◽  
Subjective Well Being ◽  
High Level ◽  
Academic Year ◽  
Nature Of Teaching

Subjective well-being (SWB) has been an intensely studied domain of psychology, predominantly in the field of positive psychology. Due to the nature of teaching as an intellectually, physically and emotionally demanding profession, the last few decades have also witnessed a growing interest in teachers? SWB. The pres?ent study investigated pre-service teachers? (PTs) SWB and explored its relationship to teaching efficacy beliefs and occupational anxiety. A total of 261 PTs enrolled in English Language Teaching departments of five different universities in Turkey participated in the study. Data came from the scales of SWB, teachers? self-efficacy beliefs and occupational anxiety. The findings indicated that PTs had a high level of perceived SWB; female PTs had a significantly higher level of SWB than male ones; PTs? academic year and the type of university they were enrolled in had no signif?icant relationship with their SWB; and both self-efficacy beliefs and occupational anxiety served as significant predictors of PTs? SWB, together explaining 16.2% of the variance in their scores.

scholarly journals Relationship between Teachers’ Professional Commitment and Formative Assessment Practices as a Part of Curriculum Implementation at Secondary Level in Punjab

2020 ◽  
Vol 6 (3) ◽  
pp. 1015-1024
Author(s):  
Muhammad Naseer ◽  
Rafaqat Ali Akbar
Keyword(s):  
Formative Assessment ◽  
Classroom Practices ◽  
Curriculum Implementation ◽  
National Curriculum ◽  
Sampling Technique ◽  
Secondary Level ◽  
Professional Commitment ◽  
Assessment Practices ◽  
Governmental Agencies ◽  
Curriculum Document

National Curriculum for English in Pakistan, reveals its intentions for acquiring language related international requirements concerning with career choices and furthering education. Formative assessment is at the center of students’ learning and is devised in the curriculum document providing basis for its implementation. Curriculum implementation is pivotal to classroom practices of teachers. Curriculum guides teachers to implement formative assessment. Professional commitment contributes enriching teacher’ classroom practices. Focus of the study was to examine formative assessment practices of teachers, as a part of curriculum implementation, in accordance with curriculum document and its relationship with professional commitment of secondary school English teachers. Study secures its significance for teachers, curriculum developers, and governmental agencies. Quantitative survey was the method adopted for the study and explanatory correlational design was used. Teachers, concerned with teaching of English at secondary level, from entire secondary schools working under the supervision of the Punjab province were the study population. Sampling procedure employed multistage stratified random sampling technique and 576 teachers were selected as study sample. Two questionnaires were developed that included questionnaire regarding implementation of formative assessment (QIFA) and teachers’ professional commitment scale (TPCS). Survey was conducted as a data collection strategy. In statistics, Mean and Spearman correlation were employed. Results revealed that professional commitment of teachers and their formative assessment practices were moderate. Results regarding relationship between the variables; professional commitment of teachers and their formative assessment practices were significant correlated. The study recommended school based teacher trainings to sensitize and enhance teachers’ awareness and practices towards formative assessment practices as a part of implementation process. Governmental agencies are needed to focus the situation of professional commitment of teachers and implementation of formative assessment as a part of implementation.

scholarly journals A Qualitative Study on Issues of English Curriculum Implementation at Higher Secondary Level Schools in Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 623-632
Author(s):  
Muhammad Saleem ◽  
Hafiza Sadiya Iqbal ◽  
Rafaqat Ali Akbar
Keyword(s):  
Communication Skills ◽  
English Language ◽  
Curriculum Implementation ◽  
Sampling Technique ◽  
Secondary Level ◽  
English Teachers ◽  
Interview Protocol ◽  
English Curriculum ◽  
English Subject

This study was designed to explore the issues of English curriculum implementation at higher secondary level in Punjab. The study was qualitative in nature, and the sample was selected by using a purposive sampling technique that comprised 10 English teachers. One interview protocol named issues of English curriculum implementation was used to collect the data, and thematic analysis was applied to analyze the participants interview transcripts. The interview protocol was also validated by experts. The results of the study showed that English teachers faced various issues of social and ethical development, ensuring the quality of the English language, the validity of curriculum, multiculturalism and textbook alignment with curriculum document. The results of the study suggested giving motivation to English teachers in order to apply effective communication skills in teaching the English language as well as to reduce issues by providing funds, facilitating English teachers and proper supervision of curriculum implementation of English subject.

scholarly journals The Relationship among Teachers’ Self-Efficacy Beliefs, Student Motivation and Effective Teaching

2020 ◽  
Vol 3 (2) ◽  
pp. 47-64
Author(s):  
Sarah Alexander
Keyword(s):  
Effective Teaching ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Strong Positive Correlation ◽  
Ethnic Communities ◽  
Teachers Perceptions ◽  
Effective Teaching Strategies ◽  
Multistage Sampling

Teaching children of poor and disadvantaged ethnic communities is always considered a tough job. This study was conducted to ascertain teachers' self-efficacy beliefs about motivating students studying in elementary schools run by an NGO in various districts of Punjab. It was assumed that ethnicity and marginalization influence self-efficacy beliefs, self-motivation, and, ultimately, professional commitment.  This assumption was verified by this quantitative study using the survey method. The data was collected through a multistage sampling technique from 400 teachers working in schools for ethnic and poor communities in 8 districts of Punjab. The results show a significant relationship among teachers' perceptions of self-efficacy to motivate students, capacity for self-motivation, and professional commitmentfor effective teaching. A strong positive correlation was found among teachers' self-efficacy beliefs to apply effective teaching strategies to enhance motivation among students. Therefore, school management must focus on the intrinsic motivation of teachers so that they can self-motivate themselves for effective teaching.

scholarly journals The Relationship among Teachers’ Self-Efficacy Beliefs, Student Motivation and Effective Teaching

2020 ◽  
Vol 3 (2) ◽  
pp. 47-64
Author(s):  
Sarah Alexander
Keyword(s):  
Effective Teaching ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Strong Positive Correlation ◽  
Ethnic Communities ◽  
Teachers Perceptions ◽  
Effective Teaching Strategies ◽  
Multistage Sampling

Teaching children of poor and disadvantaged ethnic communities is always considered a tough job. This study was conducted to ascertain teachers' self-efficacy beliefs about motivating students studying in elementary schools run by an NGO in various districts of Punjab. It was assumed that ethnicity and marginalization influence self-efficacy beliefs, self-motivation, and, ultimately, professional commitment.  This assumption was verified by this quantitative study using the survey method. The data was collected through a multistage sampling technique from 400 teachers working in schools for ethnic and poor communities in 8 districts of Punjab. The results show a significant relationship among teachers' perceptions of self-efficacy to motivate students, capacity for self-motivation, and professional commitmentfor effective teaching. A strong positive correlation was found among teachers' self-efficacy beliefs to apply effective teaching strategies to enhance motivation among students. Therefore, school management must focus on the intrinsic motivation of teachers so that they can self-motivate themselves for effective teaching.

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