scholarly journals Analyzing the Link between Distributed Leadership and Teachers’ Self-Efficacy Beliefs at Secondary School Level

2021 ◽  
Vol 2 (2) ◽  
pp. 287-298
Author(s):  
Hakim Ali ◽  
Saba Akram ◽  
Muhammad Hafeez
Keyword(s):  
Secondary School ◽  
Distributed Leadership ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Efficacy Beliefs ◽  
Leadership Team ◽  
School Teachers ◽  
Independent Variables ◽  
School Sector ◽  
Coherent Leadership

School head teachers can no longer lead their schools on your own; they are obligated to cooperate with their leadership team members. They assign various leadership functions to teachers and allow them to contribute in decision-making process. In this context, this correlational study was mainly intended to analyze secondary school teachers’ perceptions regarding various functions of distributed leadership and to find out their relative weight in terms of predicting secondary school teachers’ self-efficacy beliefs. Furthermore, the effect of three demographical variables (i.e., gender, experience, school sector) was also studied in predicting teachers’ self-efficacy beliefs. A randomly selected sample of 1335 secondary school teachers completed self-report questionnaire comprising three parts i.e., demographic section, 23 item Distributed Leadership Inventory (Hulpia et al., 2009) and 10 item Teacher Self-efficacy Scale (Schwarzer et al.,1999). Results of descriptive analysis revealed that secondary school teachers perceived themselves as highly self-efficacious. Pearson correlation coefficient showed that all the independent variables related to distributed leadership i.e., support, supervision and coherent leadership team and dependent variable i.e., teacher self-efficacy were found to be substantially related with each other. Standard multiple regression analysis indicated that coherent leadership team variable was the strongest predictor of secondary school teachers’ self-efficacy beliefs. Results also suggested that coherence among leadership team affects secondary school teachers’ self-efficacy beliefs more positively in comparison with all the other independent variables. As regards demographical variables, school sector found to be a significant predictor of secondary school teachers’ self-efficacy beliefs. Finally, this study recommends that school leaders should work in cooperation with all the teachers with a clear view on school goals in a trustworthy and open environment avoiding any role conflicts.

scholarly journals Determining the secondary school teachers’ self-efficacy beliefs about teaching professionOrtaokullarda görev yapan öğretmenlerin öğretmenlik mesleğine yönelik öz yeterlik algilarinin incelenmesi

2016 ◽  
Vol 13 (2) ◽  
pp. 2488
Author(s):  
Bülent Döş ◽  
Gülay Özdemir Doğan
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Secondary School Teachers ◽  
Efficacy Beliefs ◽  
Teaching Profession ◽  
The Self ◽  
Survey Method ◽  
School Teachers ◽  
Arithmetic Means

Self-efficacy refers to beliefs about one’s capabilities to learn or perform behaviors at designated levels (Bandura, 1997). The main aim of this study is to determine the self-efficacy beliefs of teachers about teaching profession. The research was designed based on a descriptive survey method. The research group comprised 217 secondary school teachers working in 22 schools in Gaziantep city center in Turkey. The data were collected using the Teachers’ Sense of Efficacy Scale originally developed by Tschannen-Moran ve Woolfolk Hoy (2001) and adapted to Turkish by Çapa, Çakıroğlu, Sarıkaya (2005). The data were analyzed using basic descriptive statistics (arithmetic means and standard deviations), independent samples t test and one way Anova analysis.As a result of the study it was concluded that participating secondary school teachers had favorable beliefs of self-efficacy in terms of teaching profession. We can conclude that gender is not effective according to the context of the self-efficacy. Subjects taught are not related with self-efficacy in this study. Finally this study showed that reward and punishment is very important for the self-efficacy beliefs of the secondary teachers. Because self-efficacy influences academic motivation some activities can be done to increase the self-efficacy beliefs of the teachers by providing different reward system. ÖzetÖz-yeterlik bireylerin herhangi bir performansa yönelik kendileri hakkında algıları şeklinde tanımlanmaktadır. Öğretmenlerin mesleklerine ilişkin öz-yeterlik algıları öğretimin kalitesini doğrudan etkileyen faktörlerden birisidir. Ortaokul öğretmenlerinin öğretmenlik mesleğine yönelik öz yeterlik algılarının araştırıldığı bu çalışma betimsel bir tarama çalışmasıdır. Araştırma 2013–2014 eğitim-öğretim yılında Gaziantep İl Milli Eğitim Müdürlüğüne bağlı olan 22 ortaokulda görev yapan 217 öğretmenle gerçekleştirilmiştir. Araştırmada veriler orjinali Tschannen-Moran ve Woolfolk Hoy (2001) tarafından geliştirilen ve Türkçeye adaptasyonu Çapa, Çakıroğlu, Sarıkaya (2005) tarafından yapılan  “Öğretmen Öz-yeterlik” ölçeği kullanılmıştır. Veriler SPSS programı ile, frekans, yüzde, varyans analizi, bağımsız gruplar t-testi gibi tekniklerle analiz edilmiştir. Araştırmadan elde sonuçlara göre öğretmenlerin mesleklerine yönelik öz-yeterlik algıları yüksektir, cinsiyete, branşa ve sınıf mevcuduna göre değişmemektedir. Ancak öğretmenlerin öz-yeterlik algıları almış oldukları disiplin cezalara ve ödüllere göre değişiklik göstermektedir. Araştırmadan elde edilen sonuçlar ışığında öğretmenlerin öz-yeterliklerini artırıcı ödül uygulamaları ve öz-yeterliğe etkisi zayıf ceza uygulamalarının geliştirilmesi önerilmektedir.

scholarly journals Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

2020 ◽  
Vol 12 (10) ◽  
pp. 3950
Author(s):  
David Aparisi ◽  
Lucía Granados ◽  
Ricardo Sanmartín ◽  
María Carmen Martínez-Monteagudo ◽  
José Manuel García-Fernández
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Lower Probability ◽  
School Teachers ◽  
Different Dimensions ◽  
Mood Scale ◽  
The Relationship ◽  
General Self Efficacy

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

The role of teachers’ self-efficacy between trust and organisational citizenship behaviour among secondary school teachers

2019 ◽  
Vol 49 (3) ◽  
pp. 864-886
Author(s):  
Yuen Onn Choong ◽  
Lee Peng Ng ◽  
Seow Ai Na ◽  
Chun Eng Tan
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
School Administrator ◽  
School Teachers ◽  
Policy Makers ◽  
Content Type ◽  
Sense Of Efficacy ◽  
Practical Implications

Purpose The purpose of this paper is to examine the effects of teachers’ perception on trust over their willingness to exercise organisational citizenship behaviours (OCB) using self-efficacy as a mediator. Design/methodology/approach Usable questionnaires were collected from 411 teachers in secondary schools. A two-stage analytic approach was used to analyse the data. Findings The results indicated that trust and teachers’ self-efficacy dimensions (general teaching and personal teaching) are positively related to OCB. Additionally, trust in the principal, colleagues and clients are predicted to have indirect influence on OCB through self-efficacy. Practical implications Teachers’ personal sense of efficacy is largely dependent on the amount of efforts devoted in their teaching, their decision-making ability and the degree of persistency in solving problematic issues. School management and policy makers are urged to develop effective human resources initiatives and programmes that can create a trusting relationship in the organisation and enhance teachers’ self-efficacy. These may include the socialisation programmes that can inculcate teachers’ inner natures, confidence and interpersonal skills when directed towards perceived abilities in given specific tasks and responsibilities to make a significant impact on OCB. Apart from this, the school administrator is advised to offer relevant training and workshops that able to enhance the efficacy level of teachers. Originality/value This study explored how teachers’ self-efficacy was related to trust and OCB. Teachers’ positive behaviours enable them to have greater belief in their capability of handling pressures and crises. The study contributes to the current body of literature and creates a comprehensive theoretical framework for teachers to be involved in OCB. Besides, these unique findings served as a reference to management of any school to better understand the importance of trust in the school and how it relates to teacher self-efficacy, which, in turn nurture the citizenship behaviour in workplace.

scholarly journals RELATIONSHIP BETWEEN MOTIVATION AND TEACHER SELF -EFFICIENCY IN HIGH PERFORMANCE SCHOOLS, EXCELLENCE CLUSTER SCHOOLS AND DAILY SECONDARY SCHOOLS IN THE STATE OF PENANG

2021 ◽  
Vol 6 (42) ◽  
pp. 364-382
Author(s):  
Suhaima Ali ◽  
Mohamad Khairi Haji Othman
Keyword(s):  
Correlation Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
Self Efficacy ◽  
High Performance ◽  
Teacher Motivation ◽  
Secondary School Teachers ◽  
The State ◽  
School Teachers ◽  
High Performing

In recent years, there has been an increase in the number of teachers who lack motivation and self-efficacy in carrying out their duties. This factor causes a significant decline in school performance and productivity. Therefore, by knowing the level of teacher motivation and the level of self-efficacy of teachers, then the recommendations required by the government to produce quality and high-performing teachers will be known more clearly. Thus, the issue of producing quality and high-performing teachers are used to answer research questions and fill the research spaces found in this study. This study aims to identify the relationship between motivation and self-efficacy of teachers in High-Performance Secondary Schools, Cluster Schools of Excellence, and also Ordinary Day Schools in the state of Penang. A quantitative approach was used in the data collection process of this study. The study instrument consisted of three parts; namely demographics, teacher motivation, and self-efficacy of secondary school teachers. The study sample consisted of 122 secondary school teachers in three schools in the state of Penang. Quantitative data were analyzed using various tests, namely the Independent T-Sample test, one-way ANOVA, and Pearson correlation analysis using SPSS software. The findings of the study indicate that there are significant differences in teacher motivation based on teacher age category and teacher tenure. The findings of the study also showed that there were also significant differences in self-efficacy based on length of service. The correlation analysis test also showed that there was a significant relationship between teacher motivation and self-efficacy with a weak magnitude. Therefore, teacher motivation and teacher self-efficacy need attention as it is able to increase efficiency among teachers while improving the quality of the education system.

The Teacher Self-Efficacy Scale (TSES) Factorial Structure Evidence Review and New Evidence From Polish-Speaking Samples

2019 ◽  
Vol 35 (6) ◽  
pp. 900-912
Author(s):  
Maciej Koniewski
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Measurement Instrument ◽  
Factorial Structure ◽  
Lower Secondary School ◽  
School Teachers ◽  
Evidence Review ◽  
Teacher Self Efficacy ◽  
New Evidence

Abstract. The Teacher Self-Efficacy Scale (TSES) is a widely accepted and enthusiastically used measurement instrument. Unfortunately, little firm evidence is available to support its factorial structure. The article reports on the results of the TSES administered to large representative samples of primary (2,083) and lower-secondary school teachers (2,382) in Poland, along with the results of reanalyzed US data, based on which the scale was developed. The results support TSES as a reliable instrument applicable across countries. However, they also highlight the importance of analyzing the factorial structure of the scale with each application, as it may require modifications when administered to different samples. Additionally, moderate evidence was found in Polish data for TSES to be invariant between primary and lower-secondary school teachers.

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