Critical thinking, creativity, self-efficacy, and teaching practice in Peruvian teacher trainers

The relationship between dispositions towards critical thinking, creative-innovative performance, self-efficacy and teaching practice was assessed in Peruvian teacher trainers from the Amazonian region of San Martin. Direct and big relationships were found between all variables. A model that explained 42% of the variance of teaching practice is presented, where dispositions towards critical thinking and creative and innovative performance have a direct effect on teacher self-efficacy. In addition, teacher self-efficacy fully mediates the relationship between dispositions toward critical thinking, and partially mediates the relationship between creative-innovative performance and teaching practices. Likewise, results show differences according to sex, work experience, specialization and work place. It is suggested to include other actors to get a holistic view of the teachers’ trainer capacities.

Exploring the Relationship Among Teacher Emotional Intelligence, Work Engagement, Teacher Self-Efficacy, and Student Academic Achievement: A Moderated Mediation Model

In recent years, many studies have been done to identify the factors that affect teacher emotions at schools. However, the empirical evidence on how teachers’ emotions influence students’ outcomes and performance is not extensive. Against this background, this study explored the correlation between teacher EI and student academic achievement and possible mechanisms may lie in this relationship. A sample of 365 Chinese teachers from 25 public middle schools participated in this study by completing measurements of teacher EI, teacher work engagement, and teacher self-efficacy. The student academic achievement was assessed by the grades of the previous term (February to June 2020) reported by the students. The results indicated that teacher work engagement partially mediated the path from teacher EI and student academic achievement. Moderated mediation further showed that teachers with high self-efficacy had a more significant positive impact on the relationship between teacher work engagement and student academic achievement than teachers with low self-efficacy. The limitations of this study were also discussed.

Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements

This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement.

Putting the Self in Self-Efficacy: Personal Factors in the Development of Early Teacher Self-Efficacy

The factors that influence the construction of a teacher’s sense of self-efficacy are complex. The authors used a qualitative research design to explore the reflections of a sample of 25 K-12 early career teachers as they made sense of their own abilities. The results show that theorized sources of self-efficacy—mastery experiences, vicarious experiences, and verbal persuasion—all remain important but are interpreted through each participant’s unique background and conception of identity. Teacher Self-Efficacy emerged as a construct that both influenced and was influenced by this collection of individual factors. This study provides insight into how each teacher’s unique experiences interact dynamically with school environments and personal stories to shape their sense of self-efficacy. The findings can influence how new teachers are supported by coaches and teacher educators to build the confidence and motivation necessary to persist through the challenges of teaching.

Self-efficacy is a story: teachers’ possible selves in a pandemic world

Purpose A The purpose of this study was to better understand how teachers find agency in challenging circumstances. The authors sought to investigate this by examining the developing self-efficacy beliefs of teachers over time. Design/methodology/approach A longitudinal multi-case study methodology is used to investigate the stories of three new teachers over a two-year period spanning the onset of the pandemic. Narrative and thematic analysis was used to identify themes and trends. This was supplemented by teacher self-efficacy survey responses. Findings Teacher self-efficacy is a story that teachers build as they find what is possible. This story is informed by shifting conceptions of possible future selves as teachers interpret the challenges around them. These mutually reinforcing and fluid narratives shape teachers’ developing identities as they find agency during a changing reality. Originality/value Qualitative and case studies of self-efficacy are rare. Our study explores the context and thinking behind individual teacher beliefs at the time of a global pandemic. We offer a unique look at how teachers make sense of agency and possibilities under conditions of change.