scholarly journals Hubungan Kelayakan Akademik dan Pengalaman Mengajar dengan Tahap Efikasi Kendiri Guru Prasekolah Menjalankan PDPC Pasca Pandemik Covid-19

2021 ◽  
Vol 6 (10) ◽  
pp. 65-81
Author(s):  
Hanassia Andoh ◽  
Connie Cassy Ompok ◽  
Nur Suhaidah Sukor
Keyword(s):  
Sense Of Efficacy

Kajian ini dijalankan bagi mengenal pasti hubungan kelayakan akademik dan pengalaman mengajar dengan tahap efikasi kendiri guru prasekolah menjalankan pengajaran dan pemudahcaraan (PdPc) di kelas prasekolah pada pasca pandemik Covid-19. Saiz sampel (n=74) ditentukan melalui formula penentuan saiz sampel Krejcie-Morgan (1970), dan dipilih secara rawak di kalangan guru prasekolah Jabatan Kemajuan Masyarakat (KEMAS) Daerah Ranau. Data dikutip melalui kaedah soal selidik dengan menggunakan instrumen Teacher’s Sense of Efficacy (TSES) yang dibangunkan oleh Tschannen-Moran & Hoy (2001), dan kemudiannya dianalisis menggunakan SPSS v20.0. Analisis deskriptif menunjukkan efikasi kendiri guru berada pada tahap sederhana tinggi dengan catatan M=3.69, SD=0.59. Korelasi Pearson mendapati adanya hubungan tidak signifikan di antara kelayakan akademik dan pengalaman mengajar dengan efikasi guru kerana dapatan K>.05 bagi kedua-dua pemboleh ubah. Dapatan ini menunjukkan, efikasi kendiri guru menjalankan PdPc pasca pandemik Covid-19 tidak ditentukan oleh kelayakan akademik dan pengalaman mengajar. Namun begitu, jika dilihat daripada domain efikasi didapati bahawa pengalaman mengajar mempunyai korelasi dengan efikasi pengurusan kelas dengan dapatan kajian r=.236, k<.05.

Why Do Teachers Have a Low Sense of Efficacy in Korea? The Importance of Systemwide School Autonomy

2019 ◽  
Vol 37 (1) ◽  
pp. 63-81
Author(s):  
Dongyup Lee ◽  
◽  
Eun Hye Ham ◽  
Seung-Hwan Ham ◽  
◽  
...  
Keyword(s):  
School Autonomy ◽  
Sense Of Efficacy

New Principals in an Urban Bureaucracy: A Sense of Efficacy

1996 ◽  
Vol 6 (6) ◽  
pp. 661-690 ◽  
Author(s):  
Karen Osterman ◽  
Susan Sullivan
Keyword(s):  
Organizational Support ◽  
Role Models ◽  
School Change ◽  
Organizational Context ◽  
Leadership Behavior ◽  
Sense Of Self ◽  
Organizational Factors ◽  
Internal Factors ◽  
Mediating Role ◽  
Sense Of Efficacy

As principals assume their roles in an urban bureaucracy, what are some of the personal and organizational factors that support or restrict their efforts to bring about school change? Based on interviews with newly appointed principals, this study concludes that external and internal factors interact to influence leadership behavior. External factors, particularly role models, district expectations, and personal and organizational support, influence principals’ sense of self-efficacy. This internal factor, in turn, appeared to play an important mediating role influencing principals’ interpretation of the organizational context and their problem-solving processes.

scholarly journals NICU and postpartum nurse perspectives on involving fathers in newborn care: a qualitative study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Katharine W. Buek ◽  
Dagoberto Cortez ◽  
Dorothy J. Mandell
Keyword(s):  
Qualitative Study ◽  
Father Involvement ◽  
Perinatal Care ◽  
Healthcare Providers ◽  
Newborn Care ◽  
Small Scale ◽  
Structured Interviews ◽  
Provider Attitudes ◽  
Attitudes And Practices ◽  
Sense Of Efficacy

Abstract Background Perinatal care nurses are well positioned to provide the education and support new fathers need to navigate the transition to fatherhood and to encourage positive father involvement from the earliest hours of a child’s life. To effectively serve fathers in perinatal settings, it is important to understand the attitudes, beliefs, and behaviors of healthcare providers that may encourage and engage them, or alternatively alienate and discourage them. Methods This qualitative study involved structured interviews with ten NICU and postpartum nurses from hospitals in two large Texas cities. The interview protocol was designed to elicit descriptive information about nurses’ attitudes and beliefs, sense of efficacy and intention for working with fathers, as well as their father-directed behaviors. Nurses were recruited for the study using a purposive sampling approach. Interviews were conducted by telephone and lasted approximately 25 to 35 min. Data were analyzed using a qualitative descriptive approach. Results Overall, study participants held very positive subjective attitudes toward fathers and father involvement. Nevertheless, many of the nurses signaled normative beliefs based on race/ethnicity, gender, and culture that may moderate their intention to engage with fathers. Participants also indicated that their education as well as the culture of perinatal healthcare are focused almost entirely on the mother-baby dyad. In line with this focus on mothers, participants comments reflected a normative belief that fathers are secondary caregivers to their newborns, there to help when the mother is unavailable. Conclusions Nurse attitudes and practices that place mothers in the role of primary caregiver may be interpreted by fathers as excluding or disregarding them. Further research is needed to validate the results of this small-scale study, and to assess whether and how provider attitudes impact their practices in educating and engaging fathers in newborn care.

The Study of Relationship Between Pre-Service Teachers' Self-Efficacy Beliefs and Attitudes Towards the Teaching Profession

2021 ◽  
pp. 23-32
Author(s):  
Şenol Şen
Keyword(s):  
Preservice Teachers ◽  
Regression Analysis ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Sense Of Efficacy ◽  
Correlational Research ◽  
Teachers Attitudes ◽  
The Relationship

The purpose of this study was to examine the relationship between preservice teachers' attitudes towards the teaching profession (ATP) and teachers' self-efficacy beliefs (TSEB). In particular, the study aimed to understand the effect of preservice teachers' self-efficacy beliefs (TSEB), age, gender and discipline on their attitudes towards the teaching profession (ATP). The study was conducted with a correlational research design. Sample for the study comprised 157 preservice teachers attending a public university. Attitude Scale towards the Profession of Teaching (ASPT) and the Teachers' Sense of Efficacy Scale (TSES) were used as tools for data collection. The data were analyzed using correlation and multiple regression analysis techniques. The results showed that there were positive and significant relations between the variables selected for the study. Regression analysis revealed that preservice teachers' selfefficacy beliefs (TSEB) have a positive and significant effect on their attitudes towards teaching profession (ATP).

Challenges and complexities of developing mentors’ practice: insights from new mentors

2018 ◽  
Vol 7 (4) ◽  
pp. 329-342 ◽  
Author(s):  
Wendy Gardiner ◽  
Nina Weisling
Keyword(s):  
Professional Learning ◽  
Early Career ◽  
Primary Data ◽  
First Year ◽  
Content Type ◽  
Individual Interviews ◽  
Sense Of Efficacy ◽  
Teachers And Students ◽  
Axial Coding ◽  
Complex Relationships

Purpose Induction mentoring for early career teachers is a complex practice, requiring knowledge and skills distinct from teaching. However, more is known anecdotally than empirically about the challenges new mentors face and the type of support they need as they transition from teacher to induction mentor. The paper aims to discuss these issues. Design/methodology/approach This qualitative study investigated how nine first-year mentors developed, conceptualized and enacted their mentoring practice by asking, what supports/inhibits new mentors’ professional learning and practice? Are there patterns of struggle/challenge that new mentors face? Primary data sources included three 45–60-minute structured, individual interviews across each mentor’s first year. Data analysis was inductive, involving open and axial coding. Findings Mentors struggled to navigate multiple complex relationships with administrators, teachers and students. The quality of these relationships impacted their sense of efficacy and mentoring ability. Despite receiving what mentors perceived as effective professional development (PD), all mentors found it difficult to apply knowledge in practice. Mentors also experienced a steep and varied learning curve and identified supports that enhanced their knowledge and situated application of new teacher-centered mentoring. Originality/value Despite increases in mentoring programs, there is a lack of research addressing new mentors’ needs and development. This study makes a contribution by identifying new mentors’ needs and challenges and by providing recommendations for situated, responsive, and ongoing PD.

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