Corrigendum to “Teaching during a pandemic: United States teachers' self-efficacy during COVID-19” [Teaching and Teacher Education 106 (2021) 103465]

Pressley, Tim; Ha, Cheyeon

doi:10.1016/j.tate.2021.103507

Cited by 4 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This may be because having more years of experience provides teachers with a broader range of experiences in classroom management, student engagement, and instructional strategies on which they can base their self-efficacy ratings. Also, studies evaluating specific interventions or major environmental and societal changes as virtual teaching during the Covid-19 pandemic show changes in in-service TSE (e.g., Aasheim et al, 2020;Conroy et al, 2019;Pressley & Ha, 2021). Summed up, there is empirical evidence that teachers' years of experience do not prevent teacher self-efficacy changes due to major events or interventions.…”

Section: The Promotion Of Teacher Self-efficacy In Different Career S...mentioning

confidence: 99%

“Yes, I can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy

Täschner,

Dicke,

Reinhold

et al. 2023

Preprint

View full text Add to dashboard Cite

A high level of teacher self-efficacy is considered to be important for a successful and healthy teaching career. This pre-registered meta-analysis focuses on whether and to what degree interventions can promote teacher self-efficacy. We included 115 studies representing 11,284 pre-service and in-service teachers in our meta-analysis. Interventions had a significant, positive effect on the promotion of teachers’ self-efficacy (g = 0.47, RVE SE = 0.04, CI = [0.40, 0.54]) with no significant differences between pre- and in-service teachers. A fine-grained coding and systematic review of the targeted sources of self-efficacy according to Bandura’s socio-cognitive theory revealed that overall interventions including mastery experiences did not significantly differ from those without. However, for pre-service teachers, interventions targeting only mastery experiences were the most successful (g = 0.62, RVE SE = 0.11, CI = [0.35, 0.88]). Based on further moderator analyses, we recommend interventions to integrate reflective elements. Finally, future research should apply stricter study designs and more detailed intervention descriptions.

show abstract

Section: The Promotion Of Teacher Self-efficacy In Different Career S...mentioning

confidence: 99%

“Yes, I can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy

Täschner,

Dicke,

Reinhold

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Teacher self-efficacy had been studied for decades now, however, the number of studies that focused on the COVID-19 impact on teacher self-efficacy was limited [13]. Moreover, there was a limited number of research focusing on special education teachers' selfefficacy and the majority of research on teachers' self-efficacy was conducted in offline settings which were unsuitable in current situations of online learning settings [12].…”

Section: Introductionmentioning

confidence: 99%

Special Education Teachers' Self-efficacy in Inclusive Schools During the COVID-19 Pandemic

Permata

Ramadhani²,

Putri

2022

KSS

View full text Add to dashboard Cite

During the COVID-19 pandemic, a lot of challenges in education settings especially for teachers arose due to the complexity of online learning. Notably, the issues surrounding online learning severely affected the special education teachers because of their reliance to assess and teach directly via a face-to-face method. In long term, the complexity of increased workloads and duties, preparing the lesson plan, and overseeing the lesson process might lead to teachers experiencing burnout and stress. One of the factors that might affect teachers’ burnout and job stress is self-efficacy. This study aims to explore the pandemic effect on special education teachers and how learning method changes affected their self-efficacy. This study was conducted in Surabaya, Indonesia, and involves four special education teachers from local junior high schools which have an inclusive program. The study is conducted with a qualitative method of focus group discussion (FGD). The questions for the participant were derived from the teacher efficacy for inclusive practice (TEIP) scale. The result was produced by analysing the coding and transcripts of the video and audio feed. The result revealed that based on three dimensions of teacher efficacy; efficacy in inclusive instructions, efficacy in collaboration, and efficacy in managing behaviour, the special education teachers’ self-efficacy worsened during the COVID-19 Pandemic. The implications and limitations of the research are discussed further in this manuscript. Keywords: Special education teacher, inclusive education, teacher self-efficacy, covid-19 pandemic

show abstract

Visualizing high school technology teachers’ creative process in instructional design using the eight trigrams (BaGua) approach

Liu,

Hong,

Geng

et al. 2024

Int J Technol Des Educ

View full text Add to dashboard Cite

Corrigendum to “Teaching during a pandemic: United States teachers' self-efficacy during COVID-19” [Teaching and Teacher Education 106 (2021) 103465]

Cited by 4 publications

References 0 publications

“Yes, I can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy

“Yes, I can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy

Special Education Teachers' Self-efficacy in Inclusive Schools During the COVID-19 Pandemic

Visualizing high school technology teachers’ creative process in instructional design using the eight trigrams (BaGua) approach

Contact Info

Product

Resources

About