Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis

Chesnut, Steven R.; Burley, Hansel

doi:10.1016/j.edurev.2015.02.001

Cited by 214 publications

(157 citation statements)

References 69 publications

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“…This phenomenon seems to be clearer when PSTs feel less certain after comparing their theoretical knowledge in all three subscales with "little experience". Previous research has also confirmed that PSTs cannot do well in correctly assessing TSE (Chesnut & Burley, 2015), particularly when attempting to discriminate between the underlying TSE subscales (Duffin, French, & Patrick, 2012).…”

Section: Mastery Experiencesmentioning

confidence: 99%

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

Ma¹,

Cavanagh²

2018

AJTE

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Section: Mastery Experiencesmentioning

confidence: 99%

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

Ma¹,

Cavanagh²

2018

AJTE

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“…These findings indicate that the teacher's self-efficacy on the organizational level influences his commitment to the teaching profession and the level of burn-out from the profession (Kess, 2000;Chesnut & Burley, 2015). If so, the research literature shows that the teacher's self-efficacy has significant implications for his pupils.…”

Section: Teacher Self-efficacymentioning

confidence: 99%

The Correlation between Professional Development and Teacher's Self-Efficacy

Wasserman¹,

Maymon²

2017

IER

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The purpose of this study is to examine the correlation between professional development of the teaching staff in schools using training courses, and teacher self-efficacy. This study was conducted using the qualitative method, with 144 questionnaires given to teachers in training courses in the Pisgah Centers (Development of Teaching Staff Centers) in Israel, where the questionnaires examined the length of the training, the teacher's self-efficacy, and their standpoint regarding the professional development program. Results of the research show a distinct positive correlation between most of the teacher's standpoints and most of their feelings of self-efficacy. Thus the standpoint of the teachers on the subject of effective teaching methods of the organization predicted the feeling of self-efficacy in the objective, relationships and organizational factors. In addition, the teacher's standpoint on the subject of environment predicted the feeling of self-efficacy in the objective factor and the teacher's standpoint on the subject of ICT predicted the feeling of self-efficacy in both the objective and relationship factors. Furthermore, a definitive correlation was found between the length of the training course and the feeling of self-efficacy amongst the teachers in both the objective and organizational factors.

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“…Regarding the nature of the work, researchers have found that job satisfaction, work diversity and the level of self-sufficiency correlate positively with commitment. Examining organizational factors has linked the commitment to the satisfaction with formal and informal groups, with participating in decision-making and targeting aims, and with the leadership style (Yousef 2017, Fu and Deshpande 2014, Chesnut and Burley 2015, Yahaya and Ebrahim 2016.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Wages and Work Experiences on the Commitment of Hungarian Employees

Kozák

Krajcsák

2018

Business: Theory and Practice

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Abstract. The purpose of this study is to find out whether there is a verifiable correlation between the individuals' employee commitment dimensions (affective, continuance, normative, professional and deliberate) and the personal characteristics of these employees. Our research was carried out among the employees of 56 organizations based in Hungary. Organizations were selected by snowball method. A total of 1731 questionnaires were processed, besides descriptive statistical methods we have used variance analysis. We have found significant correlations between the ages of employees and the level of affective, continuance, normative and professional commitment as well, by age-grouping and wage-grouping too. The results show that the first communication mode also has a significant impact on these four commitment dimensions, and all of the commitment dimensions had a higher level among employees who was enquired by the organization (the direction of the first communication is from the organization to the employee).

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Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis

Cited by 214 publications

References 69 publications

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

The Correlation between Professional Development and Teacher's Self-Efficacy

The Effect of Wages and Work Experiences on the Commitment of Hungarian Employees

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