Assessing Teachers’ Self-Efficacy Beliefs Using Bandura’s Scale

The study aimed to assess the level of teacher’s self-efficacy belief as input to faculty development plan based on Bandura’s instrument. Mean and ranking were utilized to determine the Teachers’ Self- efficacy level. The results show that faculty members have higher efficacy in terms of discipline, instruction, create a positive school climate. Meanwhile, low efficacy in terms of influence in school resources, enlist parental and community involvement, and influencing decision making in the University. Generally, it indicates that faculty members need to enhance their self-efficacy belief in some aspects. It is suggested to include a plan as part of the faculty development program to enhance the teachers’ self-efficacy level particularly on decision making, community involvement, getting school resources, and parental involvement.

Factors Behind the Popularity of Protest Messages on Twitter: The Case of Venezuela Crisis

Based on the material of the political crisis in Venezuela in 2019, the paper studies factors behind the popularity of protest messages (tweets) on Twitter. Methodologically, the study develops the notion of SIMCA (Social Identity Model for Collective Action). The theory suggests that factors in the social environment may mobilize a person through such psychological antecedents as anger, belief in ability to achieve the desired goals (efficacy belief) and protest identification. The project participants created a database including over 5.7 million tweets, based on which three sets of the most popular messages (tweets) have been selected. The three sets were named according to psychological antecedents: a) anger, b) belief in success (including international support), and c) protest identification. The analysis of the tweets demonstrates that the belief in the success of the protest campaign has the greatest mobilizing force.

Correlation Between Computer Self-Efficacy Belief and Computer Value Belief during the New Normal

In the light of the New Normal, the students' attention has moved to computer technology. Thus, this research study investigated the VSU-Isabel students' computer self-efficacy and computer value during the New Normal. The study employed quantitative-descriptive research utilizing the mean and standard deviation of the students' responses in the survey items. It also employed a correlational approach in establishing the relationship between students' computer self-efficacy and computer value. A convenience sampling technique was used to arrive at a sample of 687 student-respondents from 1st year to 5th year. The research study revealed that the students are undecided if they can use computers compared to the other students. Also, it was found out that students agreed about the value of computers. Additionally, the study revealed that there is a significant and low positive correlation, r (685) = .387, p = .01, between the students' computer self-efficacy belief and computer value belief during the New Normal. These findings recommend the expanded use of technology during the new normal such as using different available digital platforms to develop the computer self-efficacy of the students.

Teaching methods that foster self-efficacy belief: Perceptions of collegiate musicians from the United States

Self-efficacy belief is a strong predictor of successful performance. Developmental differences in the acquisition of self-beliefs have been attributed to myriad individual and contextual factors, including teacher influence. The aim of this mixed-method study was to examine collegiate music students’ perceptions of teaching methods that strengthened or weakened music performance belief. A questionnaire was sent to music students enrolled in their third or fourth years of highly competitive collegiate music programs in the United States ( N = 83). Analysis of variance revealed that students who reported studying with a teacher who “influenced them to become greater than they imagined possible” indicated significantly higher music performance self-efficacy beliefs than those who had not. Participants most frequently mentioned belief-enhancing methods associated with verbal/social persuasion (e.g., demonstrated belief in student potential, encouragement, high expectations, accountability, and personalized, logical instruction). Reported mastery experience methods were frequently coupled with verbal/social persuasion and encompassed a collaborative approach to selecting repertoire, tools for self-analysis and practice maximization, opportunities and encouragement to perform often, and goal setting. Over one in three participants conveyed studying with a teacher who “influenced them to become a weaker performer,” highlighting the need to educate music teachers in belief-enhancing pedagogical practices.

REVISION OF THE SCALE OF DETERMINING THE SOURCES OF SELF-EFFICACY BELIEF FOR MIDDLE SCHOOL STUDENTS

Bandura argued that self-efficacy belief is nourished by four sources. These are masyery performance (performance accomplishments), vicarious experiences, verbal (social) persuasion, physiological and emotional states. The aim of this study is to rearrange the "Determining the Sources of Self-Efficacy Beliefs of Primary School Students" scale and to examine the revision of the new form for middle school students. In the new form of the scale prepared for secondary school students, the items were expressed in the form of question and the options were formed in the 5-point Likert; highly increase (5), quite increase (4), moderate increase (3), slightly increase (2), never increase (1). The scale items are based on mathematics. Confirmatory factor analysis (CFA) was conducted to demonstrate suitability of this new form of the scale for the middle school students. At the end of the study, it was found that the structure of scale with 4-factor and 12-item was protected, in other words, the new form of the scale gave valid and reliable results on middle school students. Keywords: Self-efficacy belief, sources of self-efficacy belief, confirmatory factor analysis, middle school students.