Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being

Schwab, Susanne; Lindner, Katharina; Savolainen, Hannu

doi:10.1080/01443410.2022.2094342

Cited by 3 publications

(1 citation statement)

References 35 publications

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“…Teachers' beliefs toward their level of expertise, skills and mastery can help them to effectively deal with teaching-related setbacks and challenges (Sela-Shayovitz and Finkelstein, 2020). As Cherniss (1993) maintained, teacher self-efficacy contains accomplishing professional goals, improving professional development, developing well-organized teaching practices, applying approaches and procedures, having the commitment to school and teaching, being able to identify schoolspecific needs, and enhancing the well-being of learners (Althauser, 2015;Lauermann and König, 2016;Ford et al, 2017;Schwab et al, 2022). Jerrim et al (2023), however, challenged the widely held belief that teachers with high self-efficacy are more effective at enhancing learner achievement by reporting that there was no evidence of a relationship between the two variables.…”

Section: Teacher Self-efficacymentioning

confidence: 99%

Modeling the effect of loving pedagogy dispositions and teacher self-efficacy on teacher burnout

Chen

2023

Front. Psychol.

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IntroductionForeign language teaching is a demanding and challenging profession, and teacher burnout is a common issue in this field. There is a growing research interest in exploring the factors that can protect teachers from burnout and promote their well-being, as well as their effectiveness in the classroom. One such factor might be loving pedagogy, which refers to a teacher’s positive and compassionate attitudes and behaviors toward their students. This study aimed to examine the association between Dispositions toward Loving Pedagogy (DTLP), teacher self-efficacy, and teacher burnout among a sample of Chinese English as a foreign language (EFL) teachers.MethodsThe participants included 428 English teachers from various parts of China. Data on the three constructs were gathered using an electronic survey which comprised three valid questionnaires for these variables. Structural equation modeling (SEM) was used to test the hypothesized relations among the latent constructs.ResultsThe results indicated that loving pedagogy dispositions negatively affected teacher burnout and that teacher self-efficacy mediated the effect of loving pedagogy on burnout. More precisely, higher levels of loving pedagogy were associated with greater levels of teacher self-efficacy, which is in turn negatively affected teacher burnout.DiscussionThese outcomes shed more light on the importance of loving pedagogy dispositions for teachers’ mental health and well-being. The findings have implications for theory and practice, as they suggest that fostering loving pedagogy dispositions among teachers can help prevent burnout and promote their well-being. Teacher training programs could integrate this construct into their curricula to support teachers in developing these attitudes and behaviors. Additionally, future research could explore ways to enhance loving pedagogy and self-efficacy among teachers and assess their impact on teacher well-being and effectiveness.

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Section: Teacher Self-efficacymentioning

confidence: 99%

Modeling the effect of loving pedagogy dispositions and teacher self-efficacy on teacher burnout

Chen

2023

Front. Psychol.

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Editorial

Mouratidis

2022

Educational Psychology

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Investigating the Self-Perception of Social, Emotional, and Academic Inclusion of Students with and without Special Educational Needs through Photovoice

2023

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Several studies have investigated the perceptions of inclusion by students with special educational needs (SEN) and without SEN, most of them quantitatively. This research aims to expand the understanding of the perceived inclusion of students through qualitative interviews by examining how emotions, social relationships, and academic concepts matter. Therefore, the photovoice method was used for data collection, followed by semi-structured interviews, which were analyzed according to Mayring’s Qualitative Content Analysis. Regarding social integration in the classroom, the results of the interviews with six students with SEN and three students without SEN show mainly positive experiences with their classmates and attach great importance to school spaces (e.g., the schoolyard) that are used for interaction and communication among each other. In terms of the teacher–student relationship, it becomes apparent that the students place particular value on the support and help of the teachers in everyday school life as well as in private matters. Some students’ statements indicate that the self-perception of their academic self-concept differs in various school subjects. A contrast of perception between the students with and without SEN was not detected. Concerning emotional inclusion, the students primarily expressed statements related to emotion regulation and individual adaption strategies.

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Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being

Cited by 3 publications

References 35 publications

Modeling the effect of loving pedagogy dispositions and teacher self-efficacy on teacher burnout

Modeling the effect of loving pedagogy dispositions and teacher self-efficacy on teacher burnout

Editorial

Investigating the Self-Perception of Social, Emotional, and Academic Inclusion of Students with and without Special Educational Needs through Photovoice

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