How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis.

Holzberger, Doris; Philipp, Anja; Kunter, Mareike

doi:10.1037/a0032198

Cited by 470 publications

(387 citation statements)

References 66 publications

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“…regarding students' achievement (Caprara et al 2006;Tschannen-Moran et al 1998) and the instructional quality of the teacher (Holzberger et al 2013). An overall finding of this study is that self-efficacy among the teachers varies, which means that the degree of self-efficacy depends on factors such as experience, education, interest, subject content, time for preparation, or the actual teaching situation.…”

Section: Self-efficacymentioning

confidence: 99%

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Nordlöf

Hällström

Höst

2017

Int J Technol Des Educ

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Educational research on attitudes shows that both teaching and student learning are affected by the attitudes of the teacher. The aim of this study is to examine technology teachers' perceptions of and attitudes towards teaching technology in Swedish compulsory schools, focusing on teachers' perceived control. The following research question is posed: How do the teachers perceive self-efficacy and context dependency in teaching technology? Qualitative interviews were performed with 10 technology teachers in the compulsory school (ages 7-16), and the data was analysed using thematic analysis. Based on an attitude framework, three sub-themes of self-efficacy were found: experience, education and interest, subject knowledge, and preparation. Furthermore, four sub-themes of context dependency were found; collegial support, syllabus, resources and status. The results show that, according to the teachers in this study, self-efficacy mainly comes from experience, education and interest. Moreover, contextual factors can both limit and boost the teachers, but overall there are negative attitudes because of a lack of support and resources, which impedes the teaching. Teachers educated in technology education generally express more positive attitudes and thus seem to have advantages in relation to technology teaching, but still they sometimes express negative attitudes in the field of perceived control. Some implications of this study are that it is necessary to promote teacher education in technology and to reserve resources for technology education in schools, thereby supporting teachers in controlling contextual and internal factors that affect their teaching. This support to teachers is especially important if there is an intention for the subject to develop in new directions.

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Section: Self-efficacymentioning

confidence: 99%

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Nordlöf

Hällström

Höst

2017

Int J Technol Des Educ

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“…des études utilisent une version raccourcie (holzberger,Philipp, & Kunter, 2014 ;Öztaş & dilmac, 2009) ou complétées par des items supplémentaires (weissenrieder, roesken-winter, schueler, Binner, & Blömeke, 2015), et les modalités de cotation varient également. certains auteurs utilisent une échelle de type likert à 4 modalités (Betoret, 2009 ;Betoret & artiga, 2010 ;holzberger, Philipp, & Kunter, 2013 ;holzberger et al, 2014 ;rahman, sulaiman, nasir, & omar, 2014 ;schwerdtfeger, Konermann, & schönhofen, 2008 ;verešová & Malá, 2012 ;weissenrieder et al, 2015), d'autres à 7 modalités (Kaye & Brewer, 2013) ou à 11 modalités (chan, 2008a, 2008b, 2008c) avec des terminologies variées. enfin, bien qu'un modèle à deux facteurs regroupés sous un facteur général soit suggéré dans une étude (dicke et al, 2015), aucune analyse factorielle n'est disponible, ce qui ne permet pas de définir si cette échelle doit plutôt être utilisée de façon multidimensionnelle ou unidimensionnelle.…”

Section: La General Teacher Self-efficacy Scaleunclassified

Auto-efficacité des enseignants : quels outils d’évaluation utiliser ?

Valls

Bonvin

2016

mee

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L’auto-efficacité des enseignants est largement étudiée, mais certaines questions persistent quant à son évaluation, notamment en raison de l’existence d’un nombre important d’échelles. L’objectif de cette revue de la littérature est de réaliser un recensement des instruments de mesure quantitatifs permettant d’évaluer l’auto-efficacité des enseignants et d’observer leur fréquence d’utilisation. Des échelles ont été recensées dans 247 articles publiés entre janvier 2000 et juin 2015. Sur les cinq échelles analysées, la Teachers’ Sense of Efficacy Scale (TSES) apparaît comme étant la plus fréquemment utilisée puisqu’elle a été recensée dans 143 études. Elle se centre sur les capacités perçues à réaliser certaines actions dans le contexte de la classe et a fait l’objet d’études dans différents pays. Disponible en version courte à 12 items, cet outil d’évaluation est facile à remplir et permet d’évaluer l’auto-efficacité perçue en matière d’engagement des élèves, de stratégies d’enseignement et de gestion de la classe.Teacher self-efficacy is a widely considered concept, but some questions remain pertaining to its evaluation, due in particular to the number of available scales. The aim of the present literature review is to make an inventory of quantitative instruments assessing teachers’ self-efficacy and to explore their rates of use. Scales were analysed in 247 articles published between January 2000 and June 2015. Out of the five presented scales, the Teachers’ Sense of Efficacy Scale (TSES) had the higher rate of use with a total of 143 studies. This scale focuses on the perceived ability to achieve certain tasks in the specific context of the classroom. Validation studies of the TSES were conducted in several countries. A 12-item short version is available and can be easily completed for assessing perceived self-efficacy in student engagement, instructional strategies and classroom management.A auto-eficácia dos professores é amplamente estudada, mas permanecem algumas questões sobre a sua avaliação, nomeadamente devido à existência de um grande número de escalas. O objetivo desta revisão da literatura é recensear os instrumentos de medição quantitativa utilizados para avaliar a auto-eficácia de professores e observar a sua frequência de uso. Foram identificadas escalas em 247 artigos publicados entre janeiro de 2000 e junho de 2015. Das cinco escalas analisadas, a Teachers’ Sense of Efficacy Scale (TSES) parece ser a mais utilizada, uma vez que foi identificada em 143 estudos. Trata-se de uma escala que se centra nas capacidades percebidas para executar determinadas ações no contexto da sala de aula e foi objeto de estudos em diferentes países. Disponível em versão curta com 12 itens, este instrumento de avaliação é fácil de preencher e permite avaliar a auto-eficácia percebida em termos de empenho dos alunos, estratégias de ensino e gestão da sala de aula

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“…The extent of self-efficacy people perceived associated positively with their past performances and compels them to demonstrate the confidence that persuades the making of another brilliant performance [35]. So, the subsequent hypothesis may be established on the basis of above debate.…”

Section: E Relationship Between Self-efficacy Learning Orientation mentioning

confidence: 99%

Resilient University Leaders in Contemporary Dynamic Environment: A Preventive Model for Derailed Presidencies

Wahab¹,

Ali²,

Tyasari³

2017

Proceedings of the International Conference on Administrative Science, Policy and Governance Studies (ICAS-PGS 2017) and the In

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Abstract------The environment in which institutions of higher learning are doing their businesses is getting dynamic and has obtained more consideration in the tertiary education and its resilient future research. Worldwide trends in tertiary education, as well as the changing external environment, put many challenges for the university leaders. To meet the demands of an increasingly dynamic and complex environment many university leaders have begun searching for ways to be resilient and receptive to these changes in order to stay competitive. This study offers university leaders a way to face external changes and disruptions in line to make their institutions perform better internationally. It investigated the role of self-efficacy and learning orientation on the performance of university leaders. It also proposed and tested the moderating effect of dynamic environment on the above-mentioned relationships. The research used the quantitative method and a population comprised 242 usable questionnaires that were collected from the leaders of public higher education institutions of Pakistan. The proposed structural equation model was evaluated with Partial Least Squares (PLS) techniques. Results showed support for the theoretical model that was considered. The findings suggest that self-efficacy and learning orientation is linked with performance in such a way that it nullified the moderating effect of dynamic environment. This investigation has importance for both savants and specialists in improving university leadership with a revolutionary approach; also this research helped to provide a conceptual anatomy to trigger future investigations and theory on strengthening university leadership.

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How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis.

Cited by 470 publications

References 66 publications

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Auto-efficacité des enseignants : quels outils d’évaluation utiliser ?

Resilient University Leaders in Contemporary Dynamic Environment: A Preventive Model for Derailed Presidencies

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