Povezanost pristupa poučavanju s percipiranom samoefikasnosti, zadovoljstvom poslom i životom te emocijama učitelja u osnovnoj školi

Vidić, Tomislava; Miljković, Dubravka

doi:10.31820/pt.28.2.4

Cited by 3 publications

(1 citation statement)

References 45 publications

(55 reference statements)

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“…Today science and technology assume the central place in world culture, and in order for any nation to become competitive, the significance of mathematics in its education system must not be underestimated (Maliki et al, 2009). Unfortunately, many students at all education levels nowadays have a negative attitude towards mathematics and fear it, which can cause serious problems and become an obstacle in their education (Artemenko et al, 2015;Guita and Tan, 2018;Ma, 2003;Richardson and Suinn, 1972;Stodolsky, 1985;Vidić, 2016;Vidić et al, 2020;Wadlington and Wadlington, 2008). Student confidence in mathematics entails students' belief in their own ability to learn mathematical content and successfully solve mathematical exercises.…”

Section: Introductionmentioning

confidence: 99%

The Role of Teachers’ Support and Enthusiasm in Predicting Mathematics Anxiety and Confidence among Students

Vidić¹,

Klasnić

Đuranović

2022

REI

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The goal of this study was to examine the contribution of teachers’ support and enthusiasm to explaining self-confidence and mathematics anxiety in primary-school students. The results of the t-test showed that girls and boys statistically significantly differ only in the perception of confidence variable, while no gender difference was determined in the other variables. The results of regression analysis showed that teachers' support and enthusiasm are predictors of student self-confidence, with support also making an independent contribution to explaining mathematics anxiety.

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Section: Introductionmentioning

confidence: 99%

The Role of Teachers’ Support and Enthusiasm in Predicting Mathematics Anxiety and Confidence among Students

Vidić¹,

Klasnić

Đuranović

2022

REI

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Satisfied and High Performing? A Meta-Analysis and Systematic Review of the Correlates of Teachers’ Job Satisfaction

Wartenberg,

Aldrup,

Grund

et al. 2023

Educ Psychol Rev

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Job satisfaction has long been discussed as an important factor determining individual behavior at work. To what extent this relationship is also evident in the teaching profession is especially relevant given the manifold job tasks and tremendous responsibility teachers bear for the development of their students. From a theoretical perspective, teachers’ job satisfaction should be negatively related to turnover intentions and absenteeism, and positively to high-quality teacher-student interactions (i.e., emotional support, classroom management, and instructional support), enhanced student motivation, and achievement. This research synthesis provides a comprehensive overview of the relationship between teachers’ job satisfaction and these variables. A systematic literature search yielded 105 records. Random-effects meta-analyses supported the theoretically postulated relationships between teachers’ job satisfaction and their turnover intentions, absenteeism, teacher-student interactions, and students’ outcomes. Effects were significant not only for teachers’ self-reports of their professional performance, but also for external reports. On the basis of the research synthesis, we discuss theoretical, conceptual, and methodological considerations that inform future research and prospective intervention approaches.

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Principal Support and Teacher Self-Efficacy as Predictors of Collective Teacher Efficacy

Đuranović,

Klasnić,

Vidić

2024

EUROPEAN J ED RES

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<p style="text-align: justify;">This study investigated the extent to which demographic variables, principal support and teacher self-efficacy contribute to the collective teacher efficacy. In the study, a non-probability purposive sample was used, which included 761 teachers working in compulsory primary schools in all parts of the Republic of Croatia. The first part of the administered online questionnaire provided data on sociodemographic characteristics of the respondents, while in the second part, the following scales were used: The Principal Support Scale, The Teacher Sense of Teacher Efficacy Scale and The Collective Teacher Efficacy Scale. The results of the performed regression analyses show that: 1) the demographic variables - workplace, promotion to a higher rank and principal support have a predictive value in explaining teachers’ self-efficacy; 2) an average number of students per class, promotion to a higher rank, principal support, teacher engagement and teaching strategies have a predictive value in explaining collective teacher efficacy. The findings of this study will be discussed in terms of their potential impact and future research.</p>

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Povezanost pristupa poučavanju s percipiranom samoefikasnosti, zadovoljstvom poslom i životom te emocijama učitelja u osnovnoj školi

Cited by 3 publications

References 45 publications

The Role of Teachers’ Support and Enthusiasm in Predicting Mathematics Anxiety and Confidence among Students

The Role of Teachers’ Support and Enthusiasm in Predicting Mathematics Anxiety and Confidence among Students

Satisfied and High Performing? A Meta-Analysis and Systematic Review of the Correlates of Teachers’ Job Satisfaction

Principal Support and Teacher Self-Efficacy as Predictors of Collective Teacher Efficacy

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