Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the "Responsive Classroom" Approach

Abstract

In this study we examined the ways in which experience with a relational approach to education, the Responsive Classrootn (RC) Approach, related to teachers' beliefs, attitudes, and teaching priorities. Questionnaire and Q-sort data were collected for a sample of 69 teachers in grades kindergarten through 3 at 6 schools (3 schools in their first year of RC implementation and 3 comparison schools) in a district with a diverse student body (54% ethnic minorities, 35% eligible for free or reduced-price lunch). Findings showed that teachers who reported using more RC practices reported greater self-efficacy beliefs and teaching practice priorities that were consistent with those of the RC approach. Teachers at RC schools were also more likely to report positive attitudes toward teaching as a profession and to hold disciplinary and teaching practice priorities that were aligned with the goals of the RC approach. Findings are discussed in relation to the teacher and school changes that accompanied implementation of the RC approach.

Self Efficacy and Collective Efficacy Beliefs in Relation to Position, Quality of Teaching and Years of Experience

“…Some teachers feel more efficacious and hold more positive attitudes toward teaching than others [20]. Teachers who believe strongly in their efficacy tend to be open new ideas, more willing to try new methods, more committed to teaching, more resilient to difficulties in work conditions, and tend to be less critical of students who make errors [14], [17], [15], [12].…”

Benefits of teaching interdisciplinary subjects collaboratively in Jordanian pre-vocational education

“…It is also expected that teaching PVE collaboratively could enhance students' engagement in learning because two teachers in the class (or workshop) will monitor the activities and formatively assess the students' progress towards achievement of the learning outcomes. This actually bridges the gap and develops integration between school subjects that could be obtained (Kaufman and Sawyer, 2004;Hoachlander, 1999;Eisman et al, 2003).…”

Élaboration de l’Échelle du sentiment d’efficacité personnelle des enseignants en gestion de classe (ÉSEPGC)

“…de fait, la majorité des échelles relatives au seP des enseignants comporte très peu d'énoncés (1 à 5) sur la gestion de classe (p. ex., Betoret, 2009 ;Çakir & alici, 2009 ;dussault, villeneuve, & deaudelin, 2001 ;Friedman, 2003 ;Friedman & Kass, 2002 ;Gibson & dembo, 1984 ;Meijer & Foster, 1988 ;Paneque & Barbetta, 2006 ;rich, lev, & Fischer, 1996 ;rimm-Kaufman & sawyer, 2004 ;schwarzer & Hallum, 2008 ;siwatu, 2007 ;skaalvik & skaalvik, 2007 ;Woolfson & Brady, 2009 ;Yoon, 2004). d'autres échelles présentent un plus grand nombre d'énoncés sur le sujet (de 6 à 14), mais n'abordent toutefois que quelques-unes des cinq dimensions de la gestion de classe recensées par o'neill et stephenson (2011).…”

“…au cours des trente dernières années, plusieurs chercheurs se sont inté-ressés à l'étude des pratiques de gestion de classe des enseignants et à leur sentiment d'efficacité personnelle (seP) (Baker, 2005 ;rimm-Kaufman & sawyer, 2004). Malgré l'importance du seP des enseignants en gestion de classe et son influence sur l'apprentissage, il ne semble pas exister d'échelle permettant de le mesurer de façon contextualisée et spécifique comme le préconise Bandura (2006).…”