Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology

Yin, Hongbiao; Tam, Winnie Wing Yi; Lau, Eric S.H.

doi:10.1016/j.stueduc.2022.101188

Cited by 15 publications

(10 citation statements)

References 56 publications

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“…As explained by Tschannen-Moran et al (2014) , collective teacher efficacy reflects “what teachers believe they as a group can accomplish, not what they as individuals can accomplish…” (p. 303). It implies that collective teacher efficacy, which represents an emergent attribute of a school, is conceptually distinct from the construct of self-efficacy, which reflects a trait of an individual teacher ( Bandura, 1997 ; Goddard and Goddard, 2001 ; Yin et al, 2022 ). The nature of being defined as a school feature determines that collective teacher efficacy should be undertaken as a school-level factor to explain the differential effects that schools have on promoting teacher professionalism and nurturing student achievement ( Goddard et al, 2000 ; Hoy, 2012 ; Moolenaar et al, 2012 ).…”

Section: Theoretical Framework and Hypothesesmentioning

confidence: 99%

Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment

et al. 2023

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IntroductionUnderstanding the sources and the effects of collective teacher efficacy has been one of the central interests to many educational researchers and practitioners, because it is critical to understand how teachers can shape, and are shaped by, the educational processes in schools. Following the social cognitive perspective on the sources and consequences of efficacy beliefs, this study examined how school support influences collective teacher efficacy which in turn affects teachers’ organizational commitment.MethodThe participants included 969 teachers sampled from 28 primary and secondary schools in Hong Kong. To appropriately address the nature of collective teacher efficacy and school support as school-level variables, the doubly latent multilevel structural equation modeling approach was used to analyze the data.ResultsThe results revealed the mediation mechanism played by collective teacher efficacy in explaining the effect of school support on teachers’ organizational commitment.DiscussionSchools are suggested to consider fostering a supportive school environment as a strategy to improve teachers’ collective efficacy beliefs if it is wished to enhance teachers’ commitment to schools.

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Section: Theoretical Framework and Hypothesesmentioning

confidence: 99%

Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment

et al. 2023

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“…This finding is aligned with other studies of teacher-parent collaboration using teacher surveys (Garcia, 2004;Skaalvik, 2007, 2010). Similarly, teacher self-efficacy has been suggested as a mechanism for promoting teacher-child relationship quality (Yin et al, 2022), which in turn was identified as a predictor of teacher-parent communication frequency in infant ECEC centres (Coelho et al, 2019). This underlines the importance of teacher self-efficacy in building relationships with families.…”

Section: Discussionmentioning

confidence: 85%

Teacher perceptions of parent collaboration in multi-ethnic ECEC settings

Ovati,

Rydland,

Grøver

et al. 2024

Front. Educ.

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IntroductionFor teachers working in multi-ethnic early childhood education and care settings, a strong collaboration with parents may be an important mechanism for supporting young children's language development. However, little research has investigated how teachers perceive their communication with parents from diverse backgrounds and what centre-level factors predict the quality of teacher-parent collaboration.MethodsThis study sought to explore teacher-parent collaboration within early childhood education and care in urban multi-ethnic areas of Norway, using survey data from 266 teachers across 56 centres and 198 classrooms. We examined whether teacher characteristics (education, experience and self-efficacy) and centre linguistic diversity were related to teacher perceived communication with parents regarding ways of supporting children's dual language development and teacher experienced challenges in parent collaboration.ResultsResults revealed that teachers with higher self-efficacy communicated more with parents and experienced less challenges in collaboration with them. Furthermore, more experienced teachers working in more linguistically diverse centres identified more challenges in parent collaboration, while these characteristics were not related to communication. Teacher education was not associated with communication nor challenges in parent collaboration.DiscussionOur results indicate that professional development measures targeted at strengthening teacher self-efficacy might be an important mechanism to promote parent collaboration, particularly in multi-ethnic education settings.

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“…Salah satu faktor utama yang sangat menentukan dalam meningkatkan mutu pendidikan adalah tersedianya guru profesional yang mampu melaksanakan tugas pembelajaran dengan penuh tanggung jawab (Pallas, 2023;Prieto, 2023;Rodriguez, 2020). Guru berposisi sebagai perancang, pelaksanaan dan pengevaluasi pembelajaran sehingga tidak berlebihan apabila guru dikatakan merupakan salah satu orang yang bertanggung jawab dalam menyukseskan proses pembelajaran (Alhusaini, 2021;Cohen-Azaria, 2022;Rodrigo, 2021;Yin, 2022). Pendidikan akan berhasil dengan baik apabila dilakukan oleh guru yang profesional dan bertanggung jawab dalam proses pembelajaran .…”

Section: Pendahuluanunclassified

Evaluasi Kinerja Tenaga Kependidikan dalam Meningkatkan Kualitas Layanan Pendidikan pada SMA Ulul Albab

Naziyatun,

Herdyastuti,

Windasari

2024

ptk

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Penelitian ini bertujuan untuk mendapatkan informasi yang komprehensif mengenai evaluasi kinerja tenaga kependidikan dalam meningkatkan kualitas layanan pendidikan oleh wakil kepala sekolah SMA Ulul Albab. Penelitian ini merupakan penelitian kualitatif. Sumber datanya terdiri dari kepala sekolah dan humas. Prosedur pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi. Hasil kesimpulan sebagai berikut: (1) Tenaga kependidikan pada SMA Ulul Albab sudah cukup baik walaupun terdapat aspek hambatan (2) Prestasi akademik siswa SMA Ulul Albab, sudah cukup baik (3) Upaya yang dilakukan kinerja tenaga kependidikan dalam meningkatkan kualitas layanan pendidikan di SMA Ulul Albab adalah mengikuti program yang telah dilaksanakan oleh sekolah yaitu KTI, belajar sendiri melalui buku dan internet.

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Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology

Cited by 15 publications

References 56 publications

Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment

Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment

Teacher perceptions of parent collaboration in multi-ethnic ECEC settings

Evaluasi Kinerja Tenaga Kependidikan dalam Meningkatkan Kualitas Layanan Pendidikan pada SMA Ulul Albab

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