Pre-service teachers' self-efficacy mediates the relationship between career adaptability and career optimism

McLennan, Brad; McIlveen, Peter; Perera, Harsha N.

doi:10.1016/j.tate.2016.12.022

Cited by 113 publications

(81 citation statements)

References 58 publications

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“…In the teaching practicum context, those who possessed a higher level of self-efficacy experienced fewer burnout symptoms by the end of their practicum (Fives et al, 2007). Echoing findings by Fives et al (2007), McLennan, McIlveen, andPerera (2017) that pre-service teachers' self-efficacy can directly predict their confidence about the teaching profession and mediate the effect of career adaptability on their career confidence. The researchers recommend that teacher education programs pay attention to improving preservice teachers' self-efficacy so that they can adapt to changes in their career as well as maintain optimism about the profession.…”

Section: Literature Review Internships and Teacher Identity Developmentmentioning

confidence: 87%

Preservice Teachers’ Identity Development during the Teaching Internship

Nghia¹,

Huynh²

2017

AJTE

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Section: Literature Review Internships and Teacher Identity Developmentmentioning

confidence: 87%

Preservice Teachers’ Identity Development during the Teaching Internship

Nghia¹,

Huynh²

2017

AJTE

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“…This idea also suggests that it is easier to affect TSE beliefs when they are in the formative process, for example, in teacher preparation programs, rather than when teachers become experienced in the classroom. It is essential to conduct more research on pre-service or novice teacher self-efficacy, because evidence from recent research shows that low efficacy beliefs among prospective teachers may lead to their career pessimism (McLennan, McIlveen, & Perera, 2017), even their decision to leave their careers (Pfitzner-Eden, 2016).…”

Section: Discussion and Implications For Future Tse Research In The Ementioning

confidence: 99%

Teacher Self-efficacy Research in English as Foreign Language Contexts : A Systematic Review

Hoang¹

2018

The Journal of AsiaTEFL

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Teacher self-efficacy beliefs (TSE) are recognised as a key component of successful learning and teaching. However, this construct seems to be under-investigated in the field of language teaching. This systematic review aims to examine the state of English as a foreign language (EFL) TSE research published from 2002 to 2017. Twenty seven studies were included and reviewed in terms of (i) contexts, (ii) participants, (iii) focus, (iv) methodology, and (v) main findings. Results show that a quantitative approach was dominant among the reviewed studies, the majority of which took practicing teachers as their participants. Most of the studies were carried out in Middle Eastern countries, and there was a paucity of TSE research in other EFL contexts. TSE research in the area mainly focused on the influence of different factors on TSE, and correlations between TSE and teacher behaviours and emotion. However, there was a lack of evidence for the impact of EFL teacher self-efficacy on learner outcomes. The review also shows the dearth of TSE scales or research that examines EFL specific teaching tasks. Finally, the review provides some outline of directions for future EFL teacher self-efficacy research.

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“…Accordingly, self-efficacy is a critical factor for the change of behavior and is considered a self-control mechanism, managing the motivation and actions of human beings [49]. Besides, an individual's self-efficacy can prevent the negative effects of stress [50] and it influences personal work attitudes such as interests, goals, and behaviors in the working field [51]. However, most research about self-efficacy has been focused on the education domain over the last two decades [52][53][54][55].…”

Section: Self-efficacymentioning

confidence: 99%

Effects of Selected Positive Resources on Hospitality Service Quality: The Mediating Role of Work Engagement

Wang

Tseng

2019

Sustainability

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This paper aims to investigate the mediating role of work engagement for the effects of deep acting, S, and self-efficacy on service quality under the conservation of resources (COR) theory and the job demands–resources (JD-R) model. Questionnaires were rigorously distributed by stratified random sampling. Data were collected from hospitality frontline employees (HFLEs) of hotels and restaurants in Taiwan during a period of two months. Structural equation modeling analyses were conducted to assess the data. Empirical results demonstrated work engagement is a significant mediator, enriching the antecedents and consequences of work engagement in hospitality literature. The findings suggest hospitality practitioners should consider a high-performance work system (HPWS) as an employee management tactic to implement sustainable human resource management (HRM). This practice can augment hospitality frontline employees’ willingness to stay in organizations in the long term and to maintain a satisfying service quality.

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Pre-service teachers' self-efficacy mediates the relationship between career adaptability and career optimism

Cited by 113 publications

References 58 publications

Preservice Teachers’ Identity Development during the Teaching Internship

Preservice Teachers’ Identity Development during the Teaching Internship

Teacher Self-efficacy Research in English as Foreign Language Contexts : A Systematic Review

Effects of Selected Positive Resources on Hospitality Service Quality: The Mediating Role of Work Engagement

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