Teacher Self-efficacy and Its Antecedents among Post Graduate Diploma in Teaching Trainees of Dilla University: Implications for Ethiopian Secondary School Teacher Education

Journal of Education Society and Behavioural Science ◽

10.9734/jesbs/2019/v31i430157 ◽

2019 ◽

pp. 1-18

Author(s):

Alemayehu Habte

Keyword(s):

Teacher Education ◽

Secondary School ◽

Secondary Schools ◽

Self Efficacy ◽

Learning Performance ◽

Professional Collaboration ◽

Grade Point ◽

Post Graduate ◽

Efficacy Belief ◽

And Behavior

The purpose of this study was to investigate the level of self-efficacy belief of Post Graduate Diploma in Teaching (PGDT) trainees of Dilla university and identify the factors that affect their belief with the intention of recommending possible improvement strategies to enhance effectiveness of the pre-service teacher education in program. To this end, descriptive survey design was employed because of its suitability for gathering data on attitudes, beliefs and predictions, behavior and experiences both in the past and the present. The study was conducted in Dilla University, Ethiopia on 2017 summer modality prospective graduates of Post Graduate Diploma in Teaching Program. From the total of 568 (161 Female & 407 male) prospective graduates who were attending the program, 112 trainees were selected as a sample using stratified random sampling technique. The results indicated that trainees have marginally average level of efficacy which suggested that they can have only ‘Some influence’ on their students’ learning performance and behavior. It was also found that attitude to teaching (β= .573, t=10.129, p<.01) was the biggest contributor to self-efficacy belief followed by teachers’ professional collaboration in secondary schools (β= .198, t= 5.276, p=.002) and in-campus training practice (β= .146, t=3.201, p<.05) respectively. In contrast to popular expectations, no significant mean difference was observed in trainees’ efficacy scores in terms of their Cumulative Grade Point Average. Based on these findings, it was concluded that trainees’ efficacy with regard to bringing desired impact on secondary school students’ achievement and behavior was not adequate and requires immediate attention. Hence, it was recommended that graduates should be given on-job training and teachers’ professional collaboration in Ethiopian secondary schools should be further strengthened with more emphasis on the affective dimension of the profession.

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Influence of Motivation on Academic Performance among Dental College Students

Open Access Macedonian Journal of Medical Sciences ◽

10.3889/oamjms.2019.319 ◽

2019 ◽

Vol 7 (8) ◽

pp. 1374-1381 ◽

Cited By ~ 4

Author(s):

Sultan A. Almalki

Keyword(s):

Academic Performance ◽

Self Efficacy ◽

Dental Students ◽

Task Value ◽

Self Report ◽

Learning Performance ◽

Learning Beliefs ◽

Grade Point ◽

Motivation For Learning ◽

And Task

AIM: This study aimed to assess the influence of motivation on academic performance among dental undergraduate students. METHODS: A cross-sectional study was carried out among a sample of 187 undergraduate dental students from the main dental colleges in the Riyadh region of Saudi Arabia using an electronic questionnaire. Students’ academic performance was measured by their current grade point average (GPA). Motivation was assessed using the Motivated Strategies for Learning Questionnaire (MSLQ), which is a self-report instrument designed to assess students’ motivational orientations and learning strategies in college, including goals and value beliefs for the studied program (intrinsic, extrinsic goals orientation and task value), beliefs about their skills to succeed in their studies (control of learning beliefs, self-efficacy for learning and performance), and their anxiety about program tests. RESULTS: The results showed positive correlations between GPA and the motivation scale (r = 0.2296, p = 0.0019) and most of its subscales, including self-efficacy for learning performance (r = 0.2997, p = 0.0001), control of learning beliefs (r = 0.2305, p = 0.0021) and task value (r = 0. 2243, p = 0.0021). Test anxiety showed negative correlation with GPA (r = -0.1943, p = 0.0100). Compared to their counterparts, male students, students perceived to be from middle class families and students living with their families were consistently showing significant correlations between GPA and most of the motivation subscales. CONCLUSION: It can be concluded that motivation for learning can influence the academic performance of dental students. This influence can be affected by factors such as sex, socioeconomic factors and family support of the students.

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

International Journal of Education, Psychology and Counseling ◽

10.35631/ijepc.642029 ◽

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.

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CAREER MANAGEMENT SKILLS OF STUDENTS IN GENERAL AND VOCATIONAL UPPER-SECONDARY SCHOOLS IN GREECE: CAREER ADAPTABILITY AND SELF-EFFICACY IN CAREER PLANNING

Baltic Journal of Career Education and Management ◽

10.33225/bjcem/17.5.07 ◽

2017 ◽

Vol 5 (1) ◽

pp. 7-21

Author(s):

Katerina Argyropoulou ◽

Ioanna Tsikoura ◽

Andronikos Kaliris

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Self Efficacy ◽

Career Planning ◽

Career Management ◽

Career Adaptability ◽

Management Skills ◽

Career Interest ◽

Upper Secondary ◽

Upper Secondary Schools

Contemporary career guidance and counselling approaches with particular interest to subjects which concern the development of career management skills since these skills are considered important means for the active exploration of the vocational course and the development of a career. The development of skills related to career adaptability and self-efficacy in the planning of a career could help students who are finishing Upper-secondary School (Lykeio) to approach creatively their career aims, and to deal effectively with the transitions or unexpected events by applying appropriate actions. The present study employed the survey research strategy in order to examine the level of the career adaptability and self-efficacy in the planning of a career with male and female students (N = 240) of Upper-secondary Schools (General Lykeia - GEL) and Vocational Upper-secondary Schools (Vocational Lykeia - EPAL) in Greece. Specifically, it examined the level of skills which students declare that they possess regarding the type of school, their gender and the educational level of the parents. The finding that the levels of career adaptability differentiated not only as regards the gender of the students but also the studies of the father and the mother has presented particular interest while the students who study at the General Lykeia were found to have higher scores in the areas: “career interest” and “curiosity” in the Career Adapt-abilities Scale (CAAS) compared with students who study at the Vocational Lykeia (EPAL). Finally, the motif of the scores in the B’ Class of Lykeio showed that the students of EPAL excelled in all the skills apart from the factor “career interest” while correspondingly in the C’ class of Lykeio students of the General Lykeio (GEL) excelled in all skill categories. Keywords: upper-secondary school students, self-efficacy, career adaptability, career management, Perceived Self-Efficacy in Career Planning, Career Adapt-Abilities Scale.

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The Self Effectiveness and The Ability of Problems Solving of The Students in Secondary Schools by Mathematics Teachers in Aramtha schools

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.e311218 ◽

2019 ◽

Vol 3 (16) ◽

Author(s):

Asaad Mohammed Mustafa Al-Sharaa

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Mathematics Teachers ◽

Self Efficacy ◽

The Self ◽

Descriptive Approach ◽

High Level

The study aimed to detect the self- Effectiveness and the ability of problems solving among the students in secondary school by mathematics teachers in the schools of Ramtha, the study followed the descriptive approach, the study conducted all teachers of mathematics in the schools of the Directorate of Ramtha Educational directorate. To achieve the objectives of the study, the researcher prepared a measure of self-efficacy and a measure of the ability to solve student problems. The results of the study showed that the level of self-efficacy among the mathematics teachers falls within the high level, with an average of 3.88, and that the level of ability to solve the student problems in general among the mathematics teachers is within the high level, and with an average of 3.71.

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Langtidseffekter av skolegang og lærerutdanning på småskolelæreres kompetanseutvikling

Acta Didactica Norge ◽

10.5617/adno.4537 ◽

2017 ◽

Vol 11 (3) ◽

pp. 8

Author(s):

Sigrid Blömeke ◽

Jessica Hoth ◽

Gabriele Kaiser

Keyword(s):

Teacher Education ◽

Secondary School ◽

Grade Point Average ◽

Content Knowledge ◽

Primary Teachers ◽

Upper Secondary School ◽

Long Term Effects ◽

Grade Point ◽

Upper Secondary

I denne longitudinelle studien ble 131 grunnskolelærere (1. til 4. trinn) fulgt opp fra det siste året i lærerutdanningen og gjennom de fire første årene i lærerjobb. Lærerne tok standardiserte tester i matematikk (matematikkunnskap) og matematikkdidaktikk (matematikkdidaktisk kunnskap) ved slutten av lærerutdanningen i 2008 og en gang til etter fire års arbeid som lærer, i 2012. I tillegg tok de etter fire år i jobb en standardisert videobasert test som måler ferdigheter i å oppdage og tolke situasjoner som oppstår under matematikkundervisning i klasserommet, samt evne til å ta avgjørelser om handling når det gjelder disse situasjonene (matematikkrelaterte praksisferdigheter). De målte kunnskapene og ferdighetene ble deretter relatert til grunnskolelærernes utdanningsløp ved hjelp av strukturelle ligningsmodeller med manifeste variabler (path analysis). Som forventet fant vi sterke langtidseffekter. Lærernes gjennomsnittskarakter fra avsluttende skoleeksamen predikerte sterkt deres matematikkrelaterte kunnskapsnivå og deres praksisferdigheter 10 til 12 år senere (etter fire år i jobb). Enda sterkere relatert til kunnskapsnivået i matematikk og matematikkdidaktikk etter fire år i jobb var typen matematikk-kurs de hadde tatt på videregående skole (avansert kurs vs. basiskurs). Derimot hadde typen skolematematikk-kurs ingen signifikant effekt på lærernes praksisferdigheter. Kunnskap i matematikk og matematikkdidaktikk ved slutten av lærerutdanningen korrelerte også signifikant med lærernes kunnskap fire år senere, mens effektene på praksisferdigheter var ubetydelig. Gjennomsnittskarakteren på den avsluttende brede lærerutdanningseksamenen hadde ingen signifikant effekt på lærernes matematikkrelaterte kunnskap eller ferdigheter. Alle langsiktige effekter av skolegang ble mediert gjennom lærerutdanningen. Når det gjelder videre forskning er en viktig konklusjon at det må undersøkes nøyere hva som påvirker praksisferdigheter. I tillegg er utvalgskriterier ved starten av lærerutdanningen et stikkord som burde diskuteres; et annet stikkord er hvilke muligheter studenter har til å lære seg matematikk og matematikkdidaktikk under grunnskolelærerutdanningen.Nøkkelord: lærerkompetanse, longitudinell studie, grunnskolelærere, kompetanseutvikling, matematikkunnskap, lærerutdanning Long-term effects of schooling and teacher education on primary teachers’ mathematics-related competence developmentAbstract131 primary teachers (grades 1 to 4) were followed during the transition from teacher education to the teaching profession in a four-year longitudinal study. The teachers took standardized tests of their mathematics content knowledge (MCK) and their mathematics pedagogical content knowledge (MPCK) in their last year of teacher education and after four years on the job. In addition, they took a standardized test based on video-vignettes to examine the perception, interpretation and decision-making skills needed in the teaching of mathematics (M_PID). Path analysis was applied to regress these outcomes on teachers’ schooling and teacher education. As hypothesized, strong long-term effects were found. Teachers’ grade-point average from upper secondary school predicted significantly MCK, MPCK and M_PID 12 years later (after four years on the job). The type of course in school mathematics taken in upper secondary school predicted MCK and MPCK even more strongly, but not M_PID. MCK and MPCK at the end of teacher education predicted significantly MCK and MPCK four years later but only marginally M_PID. The grade-point average from teacher education did not predict any of the outcomes. All long-term effects of schooling were mediated through teacher education. With regard to research tasks resulting from this study, it seems to be important to examine predictors of M_PID in more detail. With regard to policy conclusions, the results suggest the need to discuss selection criteria at the beginning of teacher education, and opportunities to learn mathematics and mathematics education during primary teacher education.Keywords: teacher competence, longitudinal study, primary school teachers, competence development, mathematics knowledge, teacher education

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Relationships among senior school students’ self-efficacy, metacognition and their achievement in chemistry

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v14i2.2564 ◽

2019 ◽

Vol 14 (2) ◽

pp. 208-221

Author(s):

Oloyede Solomon Oyelekan ◽

Seun Sola Jolayemi ◽

Johnson Enero Upahi

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Self Efficacy ◽

Sampling Technique ◽

Simple Random Sampling ◽

School Students ◽

Senior Secondary School ◽

Reliability Indices ◽

Senior Secondary Schools ◽

Senior Secondary

Learners play very significant roles in the teaching–learning process. Irrespective of how teachers teach, learners often have their own ways of learning. Three hundred senior secondary school II students selected from 10 senior secondary schools in Ilorin, Nigeria participated in the study. Simple random sampling technique was used to select 30 students from each of the 10 purposively sampled senior secondary schools. Data were collected using three instruments, namely, Chemistry Self-Efficacy Questionnaire, Chemistry Metacognition Questionnaire and Chemistry Achievement Test with reliability indices of 0.83, 0.73 and 0.86, respectively. Answers were provided to four research questions each of which has a corresponding hypothesis. The hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation, regression and analysis of variance. Findings from the study indicates significant positive relationship among senior secondary school students’ Chemistry self-efficacy, metacognition and their achievement in Chemistry F(2, 297) = 332.482, p < 0.05. Keywords: Academic achievement, metacognition, self-efficacy, senior secondary schools.

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