Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Şenler, Burcu; Sungur-Vural, Semra

doi:10.1017/sjp.2013.22

Cited by 24 publications

(28 citation statements)

References 55 publications

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“…Data collection is one of the important phases that direct researchers towards ending research process administering self-constructed / standardized instrument. Research collected data from teachers by administering standardized long form Tschannen-Moran and Hoy (2001) long form self-efficacy scale; known as Ohio State Teachers' Efficacy Scale (Senler & Sungur-Vural, 2013). Researcher sought unfettered and unrestricted permission from authors upon request for scale usage.…”

Section: Data Collection Instrumentation and Proceduresmentioning

confidence: 99%

“…Normality of the data was confirmed by calculating Shapiro-Wilk's test in SPSS, p>.05, n<2000. Normal distributed data are considered as more trendy, easy to exercise, provide excellent estimation, grant perfect direction towards application of parametric and non-parametric test, easy to analyze and interpret for smooth results (Elliott & Woodward, 2007;Öztuna, Elhan, & Tüccar, 2006;Senler & Sungur-Vural, 2013;Thode, 2002). Literature reported that Shapiro-Wilk's test having value, p>.05, n<2000 and Kolmogrov-Smirnov test, p>.05, n<2000 are appropriate tests that confirm normality of data (Elliott & Woodward, 2007;Field, 2009;Peat & Barton, 2008;Singh, Masuku, 2014).…”

Section: Data Collection Instrumentation and Proceduresmentioning

confidence: 99%

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Teachers’ Self-Efficacy: Effective Indicator Towards Students’ Success in Medium of Education Perspective

Hassan

2019

PEC

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School is a subculture of any society having different educational diversity. This diversity affects on teachers and students achievements; pillars of teaching learning process. Teachers have great concerns towards students’ success. They deliver plethora of information to improve students’ achievements. Present quantitative ex-post-facto research was framed to explore the effect of teachers’ self-efficacy on students’ achievement scores applying multilingual instructions for students’ success on sample of randomly selected 1100 male respondents; 300 secondary school teachers and 800 students of District Kasur, of Lahore Division. Data from teachers were collected by administering long form of Teachers’ Self-Efficacy Scale whereas students’ achievement scores were obtained from annual gazette notification of Board of Intermediate and Secondary Education, Lahore. Cronbach’s Alpha Score was applied to confirm instrument’s reliability .851. Normality of the data were confirmed by calculating Shapiro-Wilk’s test. Findings of regression analysis depict that overall teachers’ self-efficacy has affected 65 % whereas students’ engagement 59 %, educational strategies 60 %, classroom management 59 % and teachers’ medium of education has affected 30 % on students’ achievement scores. Present research recommends that Government structure teachers’ self-efficacious believes through providing training, conducting workshops before joining teaching professions and ensuring certificates; once teachers’ confidence structure, less possible to alter to obtained desired achievements during teaching learning process. Furthermore, it is dire need to implement single medium of instructions; English / Urdu in public sector secondary schools of Punjab as bilingual medium of education have been remaining one of the barrier that lead students towards poor achievements. Keywords: achievement scores, classroom management, instructional strategies, education medium, secondary level, self-efficacy, students’ engagement.

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Section: Data Collection Instrumentation and Proceduresmentioning

confidence: 99%

Section: Data Collection Instrumentation and Proceduresmentioning

confidence: 99%

Teachers’ Self-Efficacy: Effective Indicator Towards Students’ Success in Medium of Education Perspective

Hassan

2019

PEC

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“…In fact, there is some research on this issue (for e.g. Senler & Sungur, 2013). As mentioned before; however, these pre-service teachers' beliefs about malleability of their traits and abilities with effort imply that they may be successful in their future career.…”

Section: Discussionmentioning

confidence: 96%

Sources of Teaching Efficacy Beliefs in Preservice Science Teachers

Can¹

2015

İlköğretim Online

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ABSTRACT. The purpose of the present study is to understand how pre-service science teachers' teaching efficacy beliefs are shaped and what sources contributed to these efficacy beliefs. The researcher interviewed with five students in their final year of an undergraduate elementary science education program. Bandura's (1997) hypothesized sources (mastery experience, vicarious experience, social persuasion, and emotional and physiological states) contributed pre-service science teachers efficacy beliefs based on mastery experiences. Science content, knowledge, personality traits and resource provision are also mentioned by pre-service teachers as factors influencing their effectiveness. The results implied the importance of both school experience and faculty courses taken through undergraduate education. Future directions for research and practice are suggested.

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“…According to Senler and Sungur-Vural (2013) and Xiao and Wilkins (2015), academics' personality traits in higher education can usually be measured by the big five personality traits. The big five personality traits described by Costa and McCrae (1992), Tupes and Christal (1992), Lounsbury et al (2007), Salleh et al (2014), DeYoung (2015), and DeYoung et al (2016 include the following: neuroticism, which is the opposite of emotional stability and reflects academics' emotional reaction when they experience something positive or negative; extraversion, which describes academics who may tend to be sociable and strive to achieve high performance; openness, an attribute that shows an active imagination and independence; agreeableness, which describes academics who are characterised by trust, altruism, reputation, or modesty; and conscientiousness, which describes academics who are fair, reliable, systematic, or dutiful.…”

Section: Methods Research Hypothesesmentioning

confidence: 99%

Research on the relation the characteristics of the faculty and the commitment to continuous improvement of motivations and student study processes

Chen¹,

Chen²

2017

Asia Pacific Educ. Rev.

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This study focused on China's higher education system and explored if personality traits were a mediator of the relationship between motivational mechanisms and continuous improvement, and further explored if leadership change was a moderator of the relationship between personality traits and continuous improvement of the motivations and student study processes. In this paper, partial least squares (PLS) was the primary methodology used to test mediation and moderation. This study analysed 350 samples even though a large sample may cause an evaluative error in the mediation effect when using PLS. For this reason, we further adopted the Sobel test to verify this effect. According to the test results, in addition to motivational mechanisms having a positive effect on continuous improvement of the motivations and student study processes, personality traits are a mediator that influences the effect of motivational mechanisms on the continuous improvement of the motivations and student study processes. Furthermore, we proved that leadership change is a moderator between personality traits and continuous improvement of the motivations and student study processes. In addition, we discussed the relationship between mediation and moderation effects of different personality traits and leadership change.

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Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Cited by 24 publications

References 55 publications

Teachers’ Self-Efficacy: Effective Indicator Towards Students’ Success in Medium of Education Perspective

Teachers’ Self-Efficacy: Effective Indicator Towards Students’ Success in Medium of Education Perspective

Sources of Teaching Efficacy Beliefs in Preservice Science Teachers

Research on the relation the characteristics of the faculty and the commitment to continuous improvement of motivations and student study processes

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